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1.
The study compared the invented spelling of vowels in kindergarten native Spanish speaking children with that of English monolinguals. It examined whether, after receiving phonics instruction for short vowels, the spelling of native Spanish-speaking kindergartners would contain phonological errors that were influenced by their first language. Results showed no differences between the two groups on the number of correct short vowel spellings, even though the sounds for four of the five English short vowels do not exist in Spanish. By contrast, differences were observed in the representation of long vowels with a higher rate of error among ELLs. The students had not received explicit instruction in long vowels. ELLs appeared to be trying to represent the diphthongized nature of some English long vowels by spelling long vowels with more than one vowel. The results support the authors’ hypothesis that kindergarten phonics instruction had an impact on the invented spellings of new second language vowel phonemes. 相似文献
2.
Various theories of spelling development are discussed, includingtheir relevance to regularly spelled languages. For those languagesstudied so far, models including the incorporation of a wide variety oflinguistic knowledge seem most fruitful. Data from studies of reading,however, suggest that when the language is regularly spelled children donot make many errors after the initial stages. Data are presented fromspelling errors in children learning to spell Kiswahili, a regularlyspelled, non-European language. Patterns of errors and even specificphonemes and graphemes that are problematic are shown to resembleclosely the patterns found in English and other European languages. Itis concluded that, as in other languages, children are integrating manydifferent types of linguistic knowledge in their attempt to spell wordscorrectly; dialect, orthography, and grammatical knowledge are allimportant. Unlike reading such a language, spelling a regularly spelledlanguage is a cognitively challenging task. 相似文献
3.
The aim of this study was to collect data concerning the sensitivity of 2nd–6th grade Spanish-speaking children towards orthographic regularities. In a first experiment, children were asked to spell words that begin with /b/, a sound that is inconsistently spelled b or v, depending on the lexeme. Low frequency words were used to reduce the use of lexical information in spelling. In Spanish, the frequency of graphemes b and v depends on the following vowel; for example, in initial position, the bigram vi is more frequent than bi while vu is less frequent than bu. Evidence concerning the use of sublexical regularities in English and French—opaque orthographic systems—is already available. The question was whether such knowledge also applies in a more transparent system like Spanish, in which a phonologically based strategy is quite efficient. The main finding was that participants’ spelling strongly depended on the relative frequency of bigrams. This was already evident in second graders’ spelling and increased with schooling. In Experiment 2 these results were confirmed using pseudo-words. The results exclude a functional view of spelling, which supposes that orthographic resources are not used to spell in consistent orthographic systems, since phonologically based mechanisms are sufficient to override any others. 相似文献
4.
Alphabetic orthographies vary in the (in)consistency of the relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling, in contrast to opaque orthographies such as English, where spelling–sound correspondences are often inconsistent. The pronunciation of English vowel letters is in particular very ambiguous. In this paper, we provide a cross-linguistic investigation of orthographic transparency at the word-initial letter–phoneme level, resulting in ranked metrics for the seven languages investigated- Dutch, English, French, German, Hungarian, Italian, and Portuguese, expressed as entropy values. We focus on the contributions of vowels and consonants towards the overall orthographic transparency and provide evidence that deviations from consistent word-initial 1:1 mappings between letters and phonemes influence reaction times in naming tasks. Implications for theories of visual word recognition and speech production will be discussed. 相似文献
5.
In orthographies studied to date, children learning to spell tend to omit one consonant of a cluster—for initial clusters,
the second consonant, and for medial nasal clusters, the nasal. Explanations have included a special status for the initial
consonant of a word, and the fact that in English nasal clusters are not true clusters but consist of a nasalised vowel plus
a consonant. We tested children’s spelling of initial and medial clusters consisting of a nasal consonant followed by another
consonant, but non-nasalised vowels, in Kiswahili. For both initial and medial clusters, the nasal was spelled wrongly more
often than the other consonant. The initial position in a word does not seem to have special properties. Rather, the spelling
of clusters seems to depend on the properties of the individual phonemes, nasals being particularly difficult to spell. It
is concluded that cross-linguistic studies of spelling development are necessary to draw generalised conclusions about phonological
processing. 相似文献
6.
Ken Spencer 《Literacy》1999,33(2):72-77
There is an increasing number of studies which demonstrate that readers in more transparent orthographies than English, such as Italian, Spanish, Turkish, Greek and German have little difficulty in decoding written words, while English children have many more problems. Increasingly, lack of orthographic transparency in English is seen as having a powerful negative effect on the development of reading skills in English-speaking children. There is evidence that English-speaking children who fail to acquire reading skills may fall into two distinct categories: those who would succeed in languages, other than English, that have greater orthographic consistency; and, those who would still have problems even with perfect orthographic transparency. The first, larger, group are let down by the interaction of poor teaching methods and an incomprehensible system of orthography. At Hull University’s Institute for Learning, word factors associated with poor spelling and reading have been identified. We have found three factors which account for the relative ease with which pupils can spell words: frequency of the word in the English language, length of the word, and the presence of “tricky” letters or letter combinations. Data is presented illustrating our predictive model of spelling which enables word difficulty to be calculated from the characteristics of English words. The implications the model has for teaching and learning English is elaborated, with particular reference to the most common 150 words in the English language. 相似文献
7.
Louisa C. Moats 《Reading and writing》1996,8(1):105-119
Spelling researchers in the past have disagreed about the meaning of spelling errors for the diagnosis of dyslexia. Many studies have reported that spelling errors of individuals with dyslexia are similar to those of younger children but that they are not deviant or unusual. In this study, spelling errors from the spontaneous writing of 19 adolescents with a history of reading problems and persistent spelling difficulties were analyzed. The poorer spellers in this group made more errors than the better spellers on certain phonological and morphophonological constructions. Specifically, the poorer spellers made a disproportionately large number of errors in their representation of liquid and nasal consonants, especially after vowels, and their spellings of inflections -ed and -s. Even though poor spellers might eventually learn to spell with reasonable phonetic accuracy, their spelling appears to be marked by persistent, intractable difficulties representing specific phonological and morphophonological features of words. 相似文献
8.
Studies have shown that children benefit from a spelling pronunciation strategy in remembering the spellings of words. The current study determined whether this strategy also helps adults learn to spell commonly misspelled words. Participants were native English speaking college students (N = 42), mean age 22.5 years (SD = 7.87). An experimental design with random assignment, pretests, training, and posttests assessed effects of the pronunciation strategy on memory for the spellings of 20 hard to spell words. Half of the participants were trained to read the words by assigning spelling pronunciations during learning (n = 21). The comparison group (n = 21) practiced reading the words normally without the strategy. Strategy trained adults recalled significantly more words, total letters, silent letters, and schwa vowel letters correctly than controls. Poor spellers benefited as much if not more from this strategy as good spellers. Results support orthographic mapping theories. Optimizing the match between spelling units and sound units, including graphemes and phonemes, syllables, and morphemes, to create spelling pronunciations when words are read enhances memory for spellings of the words. As a result, higher quality lexical representations are retained in memory. Results suggest the value of teaching college students this strategy to improve their ability to spell words correctly in their written work. 相似文献
9.
This study compared the English spelling of native Spanish-speaking children receiving English-only instruction with monolingual
native English speaking children at the end of kindergarten. In invented spelling, young bilingual children can show us how
they perceive the unique sounds of English by the way they map English letters onto non-Spanish sounds. The spelling of non-Spanish
phonemes and English and Spanish stop consonants differing in voice onset time were examined. The relationship of plausible
English spelling with English vocabulary knowledge was also investigated. The bilingual kindergarteners had significantly
fewer correct spellings of ending stop consonants, which differ phonetically in English and Spanish, than did the monolingual
group. No significant difference between the two groups at the end of kindergarten was found when spelling non-Spanish phonemes
however. The lexical restructuring model was applied to explain a positive correlation between vocabulary and plausible English
spellings. 相似文献
10.
This study investigates possible developmental trends in children's invented spelling (or spelling errors) in Chinese elementary schools. The entire study consists of two substudies, Study A and Study B. Study A analyzes over 7000 invented spellings collected from the writing samples of 1200 children. Study B analyzes 3995 invented spellings that were collected from the spelling tests of 300 children. These invented spellings are sorted initially according to emerging patterns according to the way the invented spellings deviate from standard spellings; they are then further subsumed into three general categories according to the linguistic principles of Chinese characters - phonologically based spelling errors, graphemic spelling errors, and semantic spelling errors. Qualitative analysis of the invented spellings of these three categories indicates that children's spelling errors are not random; rather they reflect the development of children's orthographic knowledge. Regression analysis for linear trend shows that a developmental trend in the use of spelling strategies exists: at the lower elementary level, phonological strategies predominate; as grade level advances, the use of graphemic and semantic strategies increases. 相似文献
11.
Children's spelling development is often described by researchers and educators as proceeding through a series of stages. Two properties of stages were analyzed in this study. If spelling development can be characterized by stages, then it should be possible to observe qualitatively different spellings at different points in development. In addition, spellings within a point of development must be consistent. Spelling samples were obtained from stories written by children in first through sixth grade. Stage classifications of spellings for (a) silent -e long vowel words (e.g., bake), and (b) regularly affixed past tense words phonologically represented as /t/ (e.g., helped), /d/ (e.g., opened), and /ed/ (e.g., listed) were analyzed. Little evidence was found for either predicted qualitative differences in stage classification of errors or in stage constancy across grades. Implications for theories of spelling development and instructional practice are discussed. 相似文献
12.
The interaction of lexical and non-lexicalprocesses in spelling was investigated throughlexical priming of non-lexical spelling, inPolish, a language in whose relativelytransparent orthography lexical informationmight be expected to play a less influentialrole than in English. Orthographic choice fornonwords was assessed under free and primedspelling conditions for both adults andchildren using direct and associative priming.The findings indicated that lexical orthographyinfluences resolution of nonlexical phonologyin spelling and identified two sources ofinfluence: one in unprimed spelling, wherelong-standing orthographic knowledge affectednonword orthographic choice so that it was notdetermined solely by phonology, the other inprimed spelling, where orthographic solutionsto nonwords were influenced by the covertorthography of the prime. The most powerfulevidence for lexical influence comes from thefinding that lexical orthography not onlyinforms resolution of phonology in cases ofambiguity, but overrides phonology whenresolution is unambiguous. 相似文献
13.
This article explores the styles of word reading and word spelling used by beginning readers in the French language. The aim of the study was to find out whether sub-lexical and lexical styles of reliance, which has been observed in children learning to read and spell in English, exists in French, a language with a more transparent orthography. A sample of 159 subjects were assessed on their reading and spelling of regular words, irregular words and nonwords. Cluster analyses on reading/spelling performances led us to identify various profiles, among which sub-lexical and lexical styles could be discerned. These profiles were then compared across a set of linguistic tasks in order to look for factors that might be related to individual differences in reading/spelling styles. Overall, our findings suggest that quantitative level differences explain most individual variation in literacy. These results are discussed in relation to developmental models of reading and spelling in different orthographic systems. 相似文献
14.
Seventy-nine children in grade two spelled pseudowords and real words differing in vowel quality and the presence or absence of consonant clusters, and their accuracy was examined as a function of native language and reading ability. Because of the heavy reliance on phonological processing in spelling, we hypothesized that poor readers, who typically exhibit impaired ability to sequence, segment and transform phonemes into graphemes, would spell more poorly than average readers. This hypothesis was substantiated. Second language speakers also displayed phonological deficits relative to native speakers, and we hypothesized that this deficit would also be obvious in spelling accuracy. However, second language speakers performed in a manner similar to native speakers. Supporting this are findings from multiple regressions showing that the processing profiles of second language speakers and native speakers are strikingly similar, and that only poor readers of both language backgrounds diverge from the common patterns and display pervasive phonological deficits. 相似文献
15.
《Scientific Studies of Reading》2013,17(4):309-333
We examined the oral and written spelling performance on the Treiman-Bourassa Early Spelling Test (Treiman & Bourassa, 2000a) of 30 children with serious reading and spelling problems and 30 spelling-level-matched younger children who were progressing normally in learning to read and spell. The 2 groups' spellings were equivalent on a composite measure of phonological and orthographic sophistication, representation of the phonological skeleton of the items, and orthographic legality. The groups showed a similar advantage for words over nonwords on the phonological skeleton and orthographic legality measures. The children with dyslexia and the comparison children also showed an equivalent advantage for written over oral spelling on the composite and phonological skeleton measures. Further analyses revealed that children with dyslexia made many of the same linguistically based errors as typically developing children but also pointed to some subtle differences between the groups. Overall, the spelling performance of children with dyslexia appears to be quite similar to that of normally progressing younger children. 相似文献
16.
17.
Relations between early reading and writing skills among Spanish-speaking language minority children
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language. 相似文献
18.
Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive
is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed
to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and orthographic processing
skills in Spanish (L1) in 89 Spanish-English bilingual children in grades 2 and 3. Comparable measures in English and Spanish
tapping phonological and orthographic processing were administered to the bilingual children. We found that cross-language
phonological and orthographic transfer occurs from Spanish to English. Specifically, the Spanish phoneme deletion task contributed
a significant amount of unique variance to English word reading and spelling, for both real words and pseudowords. The Spanish
homophone choice task predicted English reading, but not spelling. Taken together, these results suggest that there are shared
phonological and orthographic processes in bilingual reading; however, orthographic patterns may be language specific, thereby
not likely to transfer to spelling performance. 相似文献
19.
Andrea Rolla San Francisco Elaine Mo María Carlo Diane August Catherine Snow 《Reading and writing》2006,19(6):627-642
The relation of language of instruction and vocabulary to the English spelling of bilingual first graders receiving either English or Spanish literacy instruction and of monolinguals in English literacy instruction was explored. Only bilingual students in Spanish literacy instruction (SLI) exhibited Spanish-influenced spelling, indicating a powerful effect of language of literacy instruction. SLI without English literacy instruction (ELI) may be a prerequisite for the appearance of Spanish influences in English spelling. Spanish-influenced spelling appears to be a normal developmental phenomenon only for those bilingual first graders who have received no ELI. The students in ELI, on average, wrote more orthographically plausible English pseudowords than students in SLI, indicating that the students in SLI simply had not yet learned conventional spelling patterns in English. In addition, children with good Spanish vocabulary showed more Spanish-influenced spelling, while English vocabulary predicted more orthographically plausible English spellings. The relationship between English vocabulary and English spelling was similar for children instructed in Spanish and English. English vocabulary and literacy instruction both made unique, positive contributions to English pseudoword␣spelling, while Spanish literacy instruction played a more important role than Spanish vocabulary in the production of Spanish-influenced spelling in English. 相似文献
20.
Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes.
In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a
spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the
stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties.
If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the
schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming
was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction
between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming
produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel
spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and
the target are not phonologically transparent but there is no evidence to suggest that younger children do so. 相似文献