The use of phonographemic knowledge is fundamental though often insufficient to produce correct spelling in French. Other knowledge must also be acquired and mobilized, whether this is explicitly learned or not: knowledge about word-specific spellings (lexical orthography), regularities of the spelling system (graphotactic patterns) and morphemes (minimal units of meaning) that make up words. This article presents and discusses studies looking at how and when children acquire and mobilize these different types of spelling knowledge.