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This article discusses the effect of explicit instruction on the acquisition of visual-orthographic phenomena in French-speaking second-grade children. It highlights the need for further research on the role of semantic information in orthographic learning. A study was conducted to determine the role of semantic and formal properties of words in developing quality lexical representation among French-speaking children. The results showed that teaching both semantic and visual-orthographic properties of words led to similar gains in spelling for participants without difficulties, but was particularly beneficial for participants with special needs. The study suggests that future research should assess the semantic properties of words and include a larger number of students with specific writing and spelling needs. Additionally, the text includes various research articles and appendices related to spelling instruction and …