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1.
Nenagh Kemp 《Scientific Studies of Reading》2013,17(1):53-72
Two experiments examined the influence of dialect on the spelling of vowel sounds. British and Australian children (6 to 8 years) and university students wrote words whose unstressed vowel sound is spelled i or e and pronounced /I/ or /?/. Participants often (mis)spelled these vowel sounds as they pronounced them. When vowels were pronounced similarly in both dialects (e.g., comic, with /I/; fossil, with /?/), British and Australian writers wrote the correct spelling similarly often. For vowels pronounced as /I/ in British English but /?/ in Australian English and spelled with i (e.g., muffin), British writers correctly wrote i significantly more than Australian writers. For vowels with this same pronunciation pattern but spelled instead with e(e.g., rocket), Australian writers correctly wrote e significantly more often than British writers. Dialect-related phonological differences influenced the spelling of both beginning and skilled spellers across both familiar and unfamiliar words. 相似文献
2.
Two experiments were carried out to compare the spelling of children who speak General American English and children who speak Southern British English. The first dialect is rhotic (/r/may occur after a vowel in a syllable), and the second is nonrhotic (/r/may not occur in this context). Young children's spelling errors reflected the characteristics of their dialect. For example, American children with spelling ages of about 6–7½ often misspelled hurt as "hrt" whereas British children of similar spelling levels were more likely to misspell it as "hut." Such errors were uncommon by spelling ages of greater than 7½. Even at these spelling ages, however, the British children made overgeneralization errors that reflected their dialect. For example, they sometimes spelled bath as "barth" based on the fact that bath contains the same vowel sound as card in their dialect. The results show that phonology plays an important role in children's spelling development. 相似文献
3.
Vassiliki Diamanti Nata Goulandris Morag Stuart Ruth Campbell 《Reading and writing》2014,27(2):337-358
We investigated the spelling of derivational and inflectional suffixes by 10–13-year-old Greek children. Twenty children with dyslexia (DYS), 20 spelling-level-matched (SA) and 20 age-matched (CA) children spelled adjectives, nouns, and verbs in dictated word pairs and sentences. Children spelled nouns and verbs more accurately than adjectives and inflections more accurately than derivational suffixes. DYS children performed worse than CA in all cases and worse than SA in verb inflections, but similar to SA in all the remaining cases, consistent with a delayed rather than deviant performance pattern. Qualitative analysis showed that uncommon vowel graphemes were often replaced by more common patterns. Children with dyslexia may have weaknesses in grasping morphological information and/or in applying this knowledge to spell word suffixes. 相似文献
4.
This study addresses the question of why spellings determined by morphology are relatively hard to acquire by presenting a latent class model of children's acquisition of a doublet of consonants in the spelling of Dutch verbs. This spelling pattern can be determined either by a phonological rule (after a short vowel, a doublet is spelled) or a morphological rule (doublets are spelled in past-tense forms). The results show that the youngest group of spellers identified by latent class analysis predominantly used an alphabetic strategy. They did not spell doublets at all. The latent class model further shows that the acquisition of phonologically determined spellings occurred at a lower average age than the acquisition of morphologically determined spellings. The latter led to overgeneralizations, and a U-shaped developmental pattern was found as a consequence of these overgeneralizations. Children over generalized doublets for different reasons. At younger ages, overgeneralizations of doublets occurred because children treated the doublet as a phonological alternative to the singleton, whereas at older ages, overgeneralizations of doublets were confined to homophones, indicating lexical effects. 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.
This study investigated the processes that deaf school children use for spelling. Hearing and deaf spellers of two age groups spelled three types of words differing in orthographic transparency (Regular, Morphological and Opaque words). In all groups, words that could be spelled on the basis of phoneme-grapheme knowledge (Regular words) were easier than words that could be spelled only on the basis of lexical orthographic information (Opaque words). Words in which spelling can be derived from morphological information were easier than Opaque words for older deaf and hearing subjects but not for younger subjects. In deaf children, use of phoneme-grapheme knowledge seems to develop with age, but only in those individuals who had intelligible speech. The presence of systematic misspellings indicates that the hearing-impaired youngsters rely upon inaccurate speech representations they derived mainly form lip-reading. The findings thus suggest that deaf subjects's spelling is based on an exploitation of the linguistic regularities represented in the French alphabetic orthography, but that this exploitation is limited by the vagueness of their representations of oral language. These findings are discussed in the light of current developmental models of spelling acquisition. 相似文献
7.
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
8.
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
9.
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
10.
Reading and spelling errors of vowels are reported in many studies (Bryson and Werker 1989; Fowler, Liberman, and Shankweiler
1977; Fowler, Shankweiler, and Liberman 1979; Goswami 1993; Landerl, Wimmer, and Frith 1997; Shankweiler and Liberman 1972).
The present study tested the hypothesis that spelling errors involving vowels are linked to difficulties in vowel perception.
Second to fourth graders (total n=155) were divided into five groups according to reading skill and were tested on a variety of measures involving vowel identification,
vowel discrimination, and vowel spelling. Despite little difficulty on the vowel discrimination tasks, participants made many
errors on the vowel identification measures. Vowel identification errors were linearly associated with reading skill with
least skilled readers having significantly more difficulty with stressed “short” vowels as in dip than with stressed “long” vowels as in deep, presented in identical contexts. Vowel identification errors were also associated with vowel spelling errors. It is hypothesized
that errors in vowel spelling may relate to weak access to the phoneme at the oral language level and may indicate a lack
of constancy in the representation of vowels by less skilled readers. Weaknesses in vowel perception can be detected with
a simple vowel identification test in which phonological similarity of test items is used as linguistic manipulation, and
where phonemes must be identified based on presentation of a single test item in a forced choice format. 相似文献
11.
Dorothea P. Simon 《Instructional Science》1976,5(3):277-302
This paper analyzes a typical school spelling task in terms of an information processing model of spelling performance. It explores the nature of the speller's internal representation of the word to be spelled, the information he must have in memory about the target word, and the organization of the processes available to use that information to produce a spelling and verify its accuracy. Sources of error in the execution of the task, with examples of errors from children's spelling tests, are discussed in terms of the model. Ways in which the model may be adapted to explain performance on other kinds of spelling tasks and some implications for instruction are suggested. A partially implemented computer simulation of the spelling process is described.The research reported herein was supported by the Learning Research and Development Center, University of Pittsburgh, supported in part as a research and development center by funds from the National Institute of Education (NIE), United States Department of Health, Education, and Welfare. The opinions expressed do not necessarily reflect the position or policy of NIE and no official endorsement should be inferred. 相似文献
12.
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
13.
This study investigated the roles of phoneme position, stress, and proficiency in L2 spelling development by Taiwanese students
learning English as a Foreign Language (EFL), an alphabetic writing system typologically different from the learners’ L1 logographic
system. Structured nonword spelling tests were administered to EFL sixth-graders with lower and higher English proficiency
level. The results showed that overall, final phonemes were spelled more poorly than their initial and medial counterparts;
however, phoneme position effect decreased as learners’ English proficiency improved. Secondly, spelling of the stressed syllable
was significantly better than that of the unstressed syllable. However, when phonemes were held constant, stress effect was
significant only in the first, but not in the second syllable. Thirdly, higher proficient EFL children spelled significantly
better than their lower proficient counterparts, and spelling errors were more systematic in the former. The findings of the
study are discussed from linguistic, psychological, and developmental perspectives. 相似文献
14.
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
15.
Vowels in Spanish have direct one-to-one letter-sound correspondences, whereas vowels in English usually have multiple spellings. For native Spanish-speaking children learning to spell in English, this transition from a shallow to a deep orthography could potentially cause difficulties. We examined whether the spelling of English vowel sounds was particularly difficult for native Spanish-speaking children, and whether the errors are consistent with Spanish orthographic rules. Twenty-six native Spanish-speaking and 53 native English-speaking children in grades 2 and 3 were given real-word and pseudoword spelling tasks in English that included words containing four vowels that have different spellings between Spanish and English. Results supported our hypothesis—native Spanish-speaking children committed significantly more vowel spelling errors that were consistent with Spanish orthography. The number of vowel spelling errors not consistent with Spanish orthography did not differ between the two language groups. These findings suggest that orthographic properties of the children’s native language influence their learning to spell in a second language. Educational implications address how knowledge of this cross language influence can aide teachers in improving spelling instruction. 相似文献
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17.
Neuropsychological models postulate that the memory representation acquired for use in reading words is separate from the one acquired for use in spelling, while developmental models assume that the same representation is developed for access in both reading and spelling. The dual-representation model contends that there is often more precise information in reading representations than in spelling representations. This claim was tested in the current study using adult native speakers of English. People were supplied with minimal visual feedback while they spelled words that they knew and could read, and were then shown their whole spelling and asked whether they could improve upon it. People detected spelling mistakes on fewer than one in six trials after the reading check. They also returned many spellings to the original form, and were unable to improve upon them any more often than to change them to something equally bad or worse. The findings favour the view that normal individuals acquire a single orthographic representation from repeated exposures to a word during both reading and spelling. The representation may be adequate to permit successful reading but be insufficient for reproduction of the word-specific knowledge required for accurate spelling. 相似文献
18.
19.
Anna M.T. Bosman Martijn van Huygevoort Ludo Verhoeven 《International Journal of Educational Research》2006,45(6):341-361
This study was designed to compare the effectiveness of two different forms of feedback on spelling performance of Dutch Grade-2 students, that is, knowledge-of-results and informational feedback. In the knowledge-of-results feedback condition, the speller is told that the word is spelled incorrectly, whereas in the informational feedback condition, the speller is told what is spelled incorrectly. Three main questions were investigated. One, to what extent does the nature of feedback affect students with good and poor spelling skills differently? Two, does the nature of feedback affect various forms of spelling difficulties differently? Three, is training efficiency differentially affected by the nature of feedback?The results showed that both feedback conditions were equally effective in teaching students the spelling of words, irrespective of spelling level and spelling difficulty. Both feedback conditions led to a similar level of transfer to a set of new words, the effect being stronger in good than in poor spellers. Transfer was best on analogy spellings, followed by rule-based, and worst on idiosyncratic spellings. The poor spellers learned the spelling of words more efficiently in the informational-feedback condition than in the knowledge-of-results condition, whereas for the group of good spellers efficiency was equally large in both conditions. 相似文献
20.
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