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1.
ABSTRACTVariations in the accuracy and stability of a word’s spelling can be used to gauge the quality of its underlying orthographic representation. The Lexical Quality Hypothesis (LQH) contends that words with higher quality cognitive representations should be accessed more efficiently than those with lower quality representations. If this is the case, deviations in spelling accuracy and stability should be reflected in differences in reading times. Here, 90 teenage participants read 30 words; reading times were recorded. After a 2-week delay, the students spelled these same words 3 times each to gain a measure of orthographic quality. In line with the LQH, faster reading speeds were observed for words with higher spelling accuracy and stability, even for words that were not always spelled perfectly. To our knowledge, our findings provide the first empirical support for the notion that orthographic quality exists along a continuum, both within and across individuals. 相似文献
2.
Kate Nation 《Reading and writing》1997,9(5-6):321-338
This paper presents two experiments investigating 8–9 year old children's sensitivity to rime level sound-spelling correspondence units when spelling words and nonwords. In Experiment 1, children spelled more words correctly if they contained a common rime unit rather than a unique or irregular unit. In Experiment 2, children spelled more words and nonwords correctly if they had many rime unit neighbours; words and nonwords with average or few rime unit neighbours were spelled less well. These findings show that children's spelling can not be described simply according to one-to-one phoneme-grapheme mapping. Instead, children are sensitive to lexical factors such as rime unit sound-spelling correspondence. The findings are interpreted within the framework of a connectionist model of spelling development. 相似文献
3.
《Scientific Studies of Reading》2013,17(4):319-350
University students who were unexpectedly poor spellers relative to above average spellers revealed less extensive word-specific knowledge in their misspellings but not inferior knowledge of phoneme-grapheme correspondences, indicating that many of their orthographic representations lack word-specific graphemic information. Performance on deceptive nonwords in a printed lexical decision task showed that the poorer spellers did not place particular reliance on word beginnings as the basis for identification. However, because they could classify accurately many words for which they did not know the precise spelling, they may make greater use of partial cues when identifying words. They were also slower at making lexical decisions and slower and more error-prone at making same/different judgments on pairs of common words presented intact or with misordered letters. These effects showed that the poorer spellers were inferior at rapid orthographic analysis. The origin of their disadvantage in orthographic knowledge and orthographic-processing skill was not explained by more limited print exposure. 相似文献
4.
Four experiments explored the composition and stability of internalorthographic representations of printed words. In three experiments,subjects were presented on successive occasions with words that wereconsistently spelled correctly or were consistently misspelled. On thesecond presentation, subjects were more likely to judge both kinds ofwords as correctly spelled than on the first presentation, suggesting thattheir preexperimental orthographic representations had been altered tomatch what they had seen on the first presentation. However, onlymisspellings that were consistent with the correct phonology wereaccepted; spellings that altered the phonology were rarely accepted,suggesting that some parts of the orthographic representation are lessstable than others. Also, subjects' reliance on orthographic vs.phonological memory when judging a word's spelling was affected by thekinds of other misspellings in the list. Lists that contained somephonologically implausible spellings for real words (e.g., *assostance)induced subjects to rely more on phonological plausibility when judgingthe correctness of other words in the list and less on orthographic memory.An individual grapheme in an internal orthographic representation wasunstable when there were many phonologically acceptable alternatives forit. The results are contrary to the view that the strength of an internalrepresentation is uniform across all its graphemes and is a function only ofvisual experience with the printed form. Results were interpreted in thecontext of a theory that considers spelling knowledge to be a by-productof the reading process, a process that involves phonological analysis. 相似文献
5.
Spelling pronunciations are hypothesized to be helpful in building up relatively stable phonologically underpinned orthographic
representations, particularly for learning words with irregular phoneme-grapheme correspondences. In a four-week computer-based
training, the efficacy of spelling pronunciations and previewing the spelling patterns on learning to spell loan words in
Dutch, originating from French and English, was examined in skilled and less skilled spellers with varying ages. Reading skills
were taken into account. Overall, compared to normal pronunciation, spelling pronunciation facilitated the learning of the
correct spelling of irregular words, but it appeared to be no more effective than previewing. Differences between training
conditions appeared to fade with older spellers. Less skilled young spellers seemed to profit more from visual examination
of the word as compared to practice with spelling pronunciations. The findings appear to indicate that spelling pronunciation
and allowing a preview can both be effective ways to learn correct spellings of orthographically unpredictable words, irrespective
of age or spelling ability. 相似文献
6.
It has been suggested that children acquire spelling by picking up conditional sound-spelling consistencies. To examine this hypothesis, we investigated how variation in word characteristics (words that vary systematically in terms of phoneme-grapheme correspondences) and child factors (individual differences in the ability to extract phonological, morphological, and orthographic information) simultaneously relates to spelling accuracy. A total of 143 Korean-speaking children were assessed on spelling 4 times from prekindergarten to kindergarten. Words in the spelling task systematically varied in orthographic transparency stemming from phonological shifts. At Time 1 they were also assessed on emergent literacy or linguistic awareness skills (e.g., phonological awareness, morphological awareness, letter-name knowledge). Explanatory item response model revealed that (a) growth trajectories of spelling differed as a function of orthographic transparency, and (b) the effect of emergent literacy skills on words of varying transparency differed as a function of children’s emergent literacy skill levels and time. 相似文献
7.
The main objective of the present study was to examine the contribution of phonological and orthographic skills to Persian
reading and spelling. The Persian language is of interest because it has very consistent grapheme-to-phoneme correspondences,
but somewhat inconsistent phoneme-to-grapheme correspondences. Reading, spelling, phonological, and orthographic skills were
tested in a sample of 109 monolingual Persian students (mean age = 8;1, SD = 4 mo) attending Grade 2 in Iran. The results
showed that although monolingual Persian children relied both on phonological and orthographic skills, phonological skills
were a strong predictor for both reading and spelling. Another objective of the study was to compare children’s spelling performance
in terms of phoneme-to-grapheme (PG) consistencies. As expected, children spelled PG-consistent words more accurately than
PG-inconsistent words. Moreover, they relied more on orthographic skills for spelling PG-inconsistent words than for spelling
PG-consistent words. The results are discussed in terms of the differential effect of orthographic consistency on reading
and spelling. 相似文献
8.
Joanne F. Carlisle 《Annals of dyslexia》1987,37(1):90-108
Currently popular systems for classification of spelling words or errors emphasize the learning of phoneme-grapheme correspondences
and memorization of irregular words, but do not take into account the morphophonemic nature of the English language. This
study is based on the premise that knowledge of the morphological rules of derivational morphology is acquired developmentally
and is related to the spelling abilities of both normal and learning-disabled (LD) students. It addresses three issues: 1)
how the learning of derivational morphology and the spelling of derived words by LD students compares to that of normal students;
2) whether LD students learn derived forms rulefully; and 3) the extent to which LD and normal students use knowledge of relationships
between base and derived forms to spell derived words (e.g. “magic” and “magician”). The results showed that LD ninth graders’
knowledge of derivational morphology was equivalent to that of normal sixth graders, following similar patterns of mastery
of orthographic and phonological rules, but that their spelling of derived forms was equivalent to that of the fourth graders.
Thus, they know more about derivational morphology than they use in spelling. In addition, they were significantly more apt
to spell derived words as whole words, without regard for morphemic structure, than even the fourth graders. Nonetheless,
most of the LD spelling errors were phonetically acceptable, suggesting that their misspellings cannot be attributed primarily
to poor knowledge of phoneme-grapheme correspondences.
I am indebted to Laurel Fais and students in the Language Training program at the Forman School in Litchfield, Connecticut,
for their participation in this study.
The first phase of this research project was sponsored by NICHD grant HD-01994 to Haskins Laboratories and by a Dissertation
Fellowship from the University of Connecticut. The final stages of work on this project were completed while I was at American
International College. 相似文献
9.
The effect of exposure to incorrectly and correctly spelled words on subsequent spelling performance was examined as a function of spelling proficiency and of time lapse between exposure and test. Spelling accuracy was found to be respectively depressed and enhanced by such exposure, relative to performance on unexposed control words. The effect was persistent and pervasive, obtaining at both immediate and one-week delayed testing and in both good and poor spellers. The findings indicate that fresh orthographic information exerts an influence on pre-existing abstract orthographic representations, rather than establishing new episodic traces, and that this process takes place implicitly. 相似文献
10.
High quality lexical representations in memory, characterized by accuracy and stability, are said to underpin fluent reading. Here, the relationship between orthographic quality and reading speed was examined by asking undergraduates (N = 74) to repeatedly read and spell words. Spelling performance over five trials indicated orthographic quality. Single word reading speed was measured using E-Prime technology. A within-participant repeated measures analysis revealed that words which participants spelled consistently accurately, were read faster than words which were misspelled. This pattern also held in a within-word analysis; the same words were read faster by individuals who always spelled them correctly, compared to those who did not. Further, it was found that when words were spelled using the same incorrect letter patterns across trials (i.e., in the same erroneous way), they were read faster than when they had an incorrect but less stable representation (i.e., inconsistent spelling across trials). Hence, the difference in reading speed appears to be a function of both the accuracy and stability of the orthographic representations stored in memory, rather than due to characteristics of individual participants or words. These results lend support for a central role of lexical quality in both spelling and reading, and are discussed with reference to the lexical quality hypothesis. 相似文献
11.
In this report, we propose a model of spelling acquisition inspired by statistical learning and a frame-like model of orthographic representations: the fuzzy representation model. To provide an initial test of the model’s predictions for inconsistent words, 107 French-speaking children in Grades 1 to 3 were asked to spell words ending with a silent letter. Half of the words ended with the frequent silent t and half with the less frequent silent d. As predicted, children accurately spelled more t- than d-words. Most errors were omissions and substitutions of the silent letter. Consistent with statistical learning, there was some evidence that children used the preceding orthographic context when making substitution errors. The proportion of omissions, however, was not consistent with the statistical properties of French. These findings are discussed in light of the fuzzy representation model, whereby inconsistencies in words are more likely to be underspecified, if represented at all. 相似文献
12.
Nine children with severe-profound prelingual hearing loss and single-word reading scores not more than 10 months behind chronological age (Good Readers) were matched with 9 children whose reading lag was at least 15 months (Poor Readers). Good Readers had significantly higher spelling and reading comprehension scores. They produced significantly more phonetic errors (indicating the use of phonological coding) and more often correctly represented the number of syllables in spelling than Poor Readers. They also scored more highly on orthographic awareness and were better at speech reading. Speech intelligibility was the same in the two groups. Cluster analysis revealed that only three Good Readers showed strong evidence of phonetic coding in spelling although seven had good representation of syllables; only four had high orthographic awareness scores. However, all 9 children were good speech readers, suggesting that a phonological code derived through speech reading may underpin reading success for deaf children. 相似文献
13.
This intervention study tested whether invented spelling plays a causal role in learning to read. Three groups of kindergarten children (mean age = 5 years 7 months) participated in a 4-week intervention. Children in the invented-spelling group spelled words as best they could and received developmentally appropriate feedback. Children in the 2 comparison groups were trained in phonological awareness or drew pictures. Invented-spelling training benefited phonological and orthographic awareness and reading of words used in the intervention. Importantly, the invented-spelling group learned to read more words in a learn-to-read task than the other groups. The finding are in accord with the view that invented spelling coupled with feedback encourages an analytical approach and facilitates the integration of phonological and orthographic knowledge, hence facilitating the acquisition of reading. 相似文献
14.
Rebecca S. Betjemann Janice M. Keenan Richard K. Olson John C. DeFries 《Scientific Studies of Reading》2013,17(4):363-382
Vowel representations are particularly difficult for children to learn because most vowel phonemes can be spelled in several different ways. Children in Grades 1, 2, and 3 spelled nonwords with an ambiguous vowel and reported their spelling strategies. Analysis of the children's spellings and strategy reports revealed a shift in relying solely on phonological information to considering orthographic information for making vowel letter choices. Implications for vowel spelling development are discussed. 相似文献
15.
The sources of knowledge that individuals use to make similarity judgments between words are thought to tap underlying phonological representations. We examined the effects of perceptual similarity between stimuli on deaf children's ability to make judgments about the phonological similarity between words at 3 levels of linguistic structure (syllable, rhyme, and phoneme). Manipulation of stimulus contrasts (acoustic, visual/orthographic, tactile/motoric) allowed a finer-grained estimate of the sources of knowledge that deaf individuals use to make similarity judgments between words. The results showed that the ability to make syllable-, rhyme-, and phoneme-level judgments was not tied to "phonological" facilitation when these conditions are contrasted. These findings are inconsistent with long-held assumptions of "functional" equivalence between "heard" and "seen" speech in the development of phonological representations in deaf learners. We argue that previous studies reporting evidence for phonological effects in similarity judgments have failed to sufficiently control for alternative sources of sensory information, namely, visual and tactile/motoric. 相似文献
16.
To what extent does phonology play a role in spelling English words? The written responses of deaf students and groups of hearing children to five tasks were subjected to quantitative and qualitative analyses. The first three tasks were used to see if deaf students utilized phonology when they generated their own words and to compare their spelling performance with that of hearing subjects. The fourth and fifth tasks were designed to compare the spelling performance of deaf and hearing subjects when they were required to reproduce visually presented common words. Results showed that deaf students, who were chronologically much older, were not better spellers than hearing children from the fifth grade. Analysis of data revealed little evidence that the deaf students involved in the present study utilize phonology in spelling. Nor did word-specific visual memory for entire words appears to play a role in spelling by deaf students. Rote visual memory for letter patterns and sequences of letters within words, however, appears to play a role in the spelling by deaf students. It is concluded that sensitivity to the stochastic-dependent probabilities of letter sequences may aid spelling up to certain point but phonology is essential for spelling words whose structure is morphophonemically complex.
相似文献17.
After explicit spelling instruction, low achieving second grade spellers increased the number of correctly spelled words during composing but differed in response trajectories. Class 1 (low initial and slow growth) had the lowest initial performance and improved at a relatively slow rate. Class 2 (high initial and fast growth) started higher than Class 1 but below Class 3 and improved at the fastest rate. Class 3 (highest initial but slow growth) had the highest initial performance but improved at a rate similar to Class 1. Class 3 differed from Classes 1 and 2 on orthographic coding. Classes 1, 2, and 3 differed on rapid automatic naming (RAN letters). Spelling instruction plus supplementary activities to improve orthographic coding in working memory and rapid, automatic coordination of phonological and orthographic codes may facilitate transfer of spelling learned during instruction to applying that spelling knowledge during independent composing. 相似文献
18.
Paz Suárez-Coalla Nerea Villanueva Soledad González-Pumariega María González-Nosti 《Infancia y Aprendizaje》2016,39(2):275-311
In addition to reading difficulties, a significant proportion of developmental dyslexics have spelling problems, which persist into adulthood. Studies carried out in languages with opaque orthographies have found that dyslexics frequently make phonological substitutions when spelling and have difficulties in developing orthographic representations of irregular words. Those errors seem to derive from an excessive use of phonological codes when writing. Minimal research in Spanish (relatively transparent orthography) about the relationship between dyslexia and spelling difficulties has been carried out to date. In this study, 19 Spanish-speaking developmental dyslexics (from 7 to 11 years old) and 28 controls (from 6 to 11 years old, distributed in two groups, one matched for age and the other for reading level with the dyslexics) performed a dictation task of 80 stimuli with different levels of orthographic consistency, in order to discover the codes they use in the writing process. Results showed that Spanish children with dyslexia made significantly more spelling errors, especially among the ruled and irregular words. These findings are consistent with the idea that these children have difficulties in developing orthographic representations and use phonological codes more frequently than non-dyslexics, resulting in phonologically plausible errors when writing irregular words. These results have important implications for the treatment of spelling difficulties in children with dyslexia, highlighting the need to focus on the correct acquisition of grapheme-phoneme conversion rules as well as the development of appropriate orthographic representations. 相似文献
19.
How children learn about morphological spelling rules 总被引：1，自引：0，他引：1
A 2-year longitudinal study was carried out to test the hypothesis that children's word-specific learning of inflectional spellings is an essential first step in their acquiring an understanding of morphological rules for spelling inflections. Ninety children, who were 6-years-old at the start of the project, were asked to spell pseudowords and real words on three separate occasions. Inflections in pseudowords can be spelled only on the basis of morphological spelling rules, whereas the same inflections in real words can be spelled either through familiarity with the specific words (word-specific knowledge) or through morphological rules. Cross-lagged correlations suggested that the children's initial word-specific learning may be the basis for their later adoption and use of morphological spelling rules. 相似文献
20.
Dutch bisyllabic words containing open and closed syllables are particularly difficult to spell for children. What kind of support in spelling exercises improves the spelling of these words the most? Two extensions of a commonly used dictation exercise were tested: less skilled spellers in grade 2 (n = 50; 7 years and 10 months) either received explicit syllabic segmentation cues or received spelling cues by means of a visual preview. Comparisons between pre-, post-, and retention tests of spelling skill showed that extra syllabic cues did not show a significant improvement beyond normal spelling dictation and that visual preview was most effective as compared to the other types of training. The findings suggest that word-specific knowledge can effectively be improved by exposure to the correct letter pattern during exercises in spelling and seems to result in lasting improvement of word-specific orthographic representations, at least for 5 weeks. 相似文献