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Two experiments on morphological processing in beginning readers' written word recognition are presented in this paper. The results from a first experiment show, at least for new words, that children read affixed items (like dégarer, built from garer j more accurately and more rapidly than pseudo- affixed items (like démaner^. The second experiment clarifies the type of written word recognition processing at work. Facilitation is not due to the presence of a familiar or frequent orthographic configuration (base or affix) but to the morphological value of the construction.
