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To set-up standardized norms on the development of reading and related skills in French, we have developed a new tool, EVALEC. The data were collected at the end of Grades 1–4 (about 100 children for each level). EVALEC includes four tests focused on written word processing (three reading aloud tests, one silent reading test); both accuracy scores and processing time (time latency and vocal response duration for the reading aloud tests) were recorded. EVALEC also includes tests of phonemic and syllabic awareness, phonological short-term memory, and rapid naming; the latter test is presented in non-reading and in reading contexts in order to compare the impact of the time constraint in both domains. We assessed the effects of regularity (regular vs. irregular words), graphemic length and graphemic complexity (regular words with only single letter graphemes vs. those with digraphs such as “ch” and those …