共查询到20条相似文献，搜索用时 187 毫秒
1.
Rebecca Treiman Brett Kessler Tatiana Cury Pollo Brian Byrne Richard K. Olson 《Scientific Studies of Reading》2016,20(5):349-362
Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children’s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (M age = 6 years 2 months) and a standardized spelling test approximately 2 years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children’s tendency to reverse letters in kindergarten. 相似文献
2.
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
3.
《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
4.
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
5.
The spellings of 39 profoundly deaf users of cochlear implants, aged 6 to 12 years, were compared with those of 39 hearing peers. When controlled for age and reading ability, the error rates of the 2 groups were not significantly different. Both groups evinced phonological spelling strategies, performing better on words with more typical sound–spelling correspondences and often making misspellings that were phonologically plausible. However, the magnitude of these phonological effects was smaller for the deaf children than for hearing children of comparable reading and spelling ability. Deaf children with cochlear implants made the same low proportion of transposition errors as hearing children. The findings indicate that deaf children do not rely primarily on visual memorization strategies, as suggested by previous studies. However, deaf children with cochlear implants use phonological spelling strategies to a lesser degree than hearing peers. 相似文献
6.
Francisco Valle-Arroyo 《Reading and writing》1990,2(1):83-98
The main purpose of this paper was to see whether dual-route models of spelling, developed within the context of opaque languages and supported mainly by the spelling patterns of acquired dysgraphics, could account for the misspellings of Spanish children of different educational levels. Sixty children (20 second, 20 fourth and 20 eighth graders) were dictated 216 verbal stimuli. Half of these stimuli were words and the other half were matched nonwords. The dependent variable was the number of errors made. Words were controlled for frequency, length and regularity. Results show that second graders rely heavily on phonological mediation with:
Eighth graders, on the other hand, show the complementary pattern of results and, consequently, seem to use a lexical strategy (via the graphemic output lexicon). The only deviant result in this group is a significant regularity effect, although the degree of this effect is smaller than in second graders. Fourth grade children show an intermediate pattern. A qualitative analysis (error types) also supports predictions made by the dual-route models. Some final considerations are proposed to explain the regularity effect in eighth graders and, based on the pattern of phonological errors, the possibility of a functional interdependence of both strategies of spelling. 相似文献
| a) | a significantly higher number of errors committed in words than in nonwords; |
| b) | length affects accuracy, with more errors produced on longer words (or nonwords); and |
| c) | regular words are spelled significantly better than irregular words. |
7.
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
8.
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
9.
The objective of this study was to assess the impact on phonological skills of a training program that was intended to lead preschool children to move from prephonetic spellings to early phonemic spellings. The participants were 30 preschool children who were divided into two groups (experimental and control groups) that were equivalent in terms of the children's intelligence, the number of letters with which they were familiar and the nature of their invented spelling. The intervention proved effective, inasmuch as the children in the experimental group moved to early phonemic spellings, whereas those in the control group did not. This conceptual evolution entailed enhanced performance in phonemic classification, segmentation and deletion tests, in which the children in the experimental group displayed a degree of progress which differed significantly from that achieved by the members of the control group. 相似文献
10.
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
11.
ABSTRACT— How do people spell the thousands of words at the tips of their tongues? Are words with regular sound‐to‐letter correspondences (e.g., “blink”) spelled using the same neural systems as those with irregular correspondences (e.g., “yacht”)? By offering novel neuroimaging evidence, we aim to advance contemporary debate about whether people use a single lexical memory process or whether dual mechanisms of lexical memory and sublexical phonological rules work in concert. We further aim to advance understanding of how people read by taking a fresh look at the related yet distinct capacity to spell. During functional magnetic resonance imaging scanning, 12 participants heard low‐frequency regular words, irregular words, and nonwords (e.g., “shelm”) and responded whether a visual presentation of the word was spelled correctly or incorrectly. While behavioral measures suggested some differences in accuracy and reaction time for the different word types, the neuroimaging results alone demonstrated robust differential processing and support a dual‐route model of spelling, with implications for how spelling is taught and remediated in clinical and educational contexts. 相似文献
12.
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
13.
Three experiments investigated whether production of low-frequency spellings could be influenced by other words containing
those spellings. Participants saw visually-presented primes (Experiment 1) or heard primes presented auditorily and produced
their spelling (Experiments 2 and 3). Primes either shared both orthography and phonology (e.g., chapl
ai
n) or only orthography (e.g., ord
ai
n) with the target word (e.g., porcel
ai
n). Following the primes, participants attempted to produce the correct spellings of auditorily-presented target words containing
low-frequency spellings, such as the ai in porcelain. Participants correctly spelled the targets’ low-frequency spelling more often when preceded by either type of prime, relative
to unprimed targets. Furthermore, priming only occurred when the prime’s spelling was produced correctly; primes spelled incorrectly
reduced the correct production of target spellings. These results suggest that unlike the priming of nonwords, the basis of
lexical priming of real words is orthographic, resulting from the priming of specific graphemes that increases the probability
of reactivating the same spelling pattern in the target.
相似文献
| Lise AbramsEmail: |
14.
There has been much discussion about whether certain aspects of human learning depend on the abstraction of rules or on the acquisition of frequency-based knowledge. It has usually been agreed, however, that the spelling of morphological patterns in English (e.g., past tense -ed) and other languages is based on the acquisition of morphological rules, and that these rules take a long time to learn. The regular plural -s ending seems to be an exception: Even young children can spell this correctly, even when it is pronounced /z/ (as in bees). Reported here are 3 studies that show that 5- to 9-year-old children and adults do not usually base their spellings of plural real-word and pseudo-word endings on the morphological rule that all regular plurals are spelled with -s. Instead, participants appeared to use their knowledge of complex but untaught spelling patterns, which is based on the frequency with which certain letters co-occur in written English. 相似文献
15.
A cross-sectional study tested Danish students' mastery of links between grammar and spelling (cf. the English link between past tense verbs and the -ed spelling for a word final /t/, e.g., miss
ed vs. mis
t). One hundred and forty-two students aged 10–17 spelled pseudo-word items with ambiguous phonemes, where the choice between a 'conditional' spelling (cf. English ed for /t/) and a simple spelling (cf. t for /t/) was predictable from the grammatical context but not from the sound. Overgeneralisations (conditional spellings used where simple spellings were appropriate) were controlled to obtain pure measures of grammatical spelling competence. The oldest group of participants performed near ceiling on four of five spelling problems studied while three younger groups in the experiment never did. The nature of the apparent grammatical hurdle in Danish spelling acquisition is discussed. 相似文献
16.
This study examined English as a foreign language (EFL) spelling development amongst 233 fifth‐grade, eighth‐grade and 10th‐grade Hebrew first‐language speakers to examine effects of English orthographic exposure on spelling. Good and poor speller differences were examined regarding the acquisition of novel phonemes (/æ/, /Λ/ and //) and orthographic conventions (/ð/, /θ/, // and silent ‘e’). Hebrew measures included standardised spelling and orthographic and phonological tasks. Experimental English measures included real‐word and pseudoword spellings, orthographic tasks and standardised spellings. Results showed significant differences in spelling accuracy between good and poor spellers at all grades. Spelling accuracy for most conventions did not improve after the eighth grade. Spellings of consonantal clusters, initial h and /ð/ differed between good and poor spellers in the fifth grade only. Hebrew spelling was one of the strongest predictors of EFL real‐word and pseudoword spellings in both fifth and eighth grades. Implications for teaching practice are discussed. 相似文献
17.
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
18.
This study aimed to investigate to what extent reading and spelling share cognitive processes at different phases of literacy acquisition. The contributions of phonological awareness, letter-sound matching skills, and rapid naming (RAN) to spelling and reading were measured in a large sample with Dutch children (N?=?1,284) covering all primary school grades. The results indicated a different developmental pattern for spelling than for reading. At initial phases of literacy acquisition, phonological awareness and letter-sound matching skills contributed to both reading and spelling performance. However, in contrast to the declining influence of phonological awareness and letter-sound matching skills on fluent word reading (see also Vaessen & Blomert, 2010), the contributions of these skills to spelling performance were stable over the years, suggesting an ongoing reliance on orthography/phonology mappings during spelling. RAN did not contribute to spelling performance in any of the grades, in contrast to its strong contribution to reading performance, suggesting that RAN captures a cognitive skill that is unique for reading acquisition. 相似文献
19.
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
20.
Olivia O&#x;Sullivan 《Literacy》2000,34(1):9-16
Stage models of learning to spell have not been helpful to teachers in teaching spelling. A three year project, based in three inner London primary schools, showed that although there is a developmental dimension to learning to spell, children nevertheless draw on several sources of knowledge from the outset. Reading and spelling are related but it is likely that phonemic understanding is gained more readily through spelling than it is in the context of reading. The project set out to examine how children develop as spellers and the nature of the links between children’s development in spelling, writing and reading. It examined the progress in spelling of two groups of children: a KS 1 group of children learning to read and write, and of a group of KS2 children who were fluent readers but who had spelling difficulties. The project also drew out the implications of its study for teachers and developed a spelling assessment framework to help teachers in analysing children’s spellings. 相似文献