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1.
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
2.
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
3.
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
4.
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: |
5.
Letter names are stressed in informal and formal literacy instruction with young children in the US, whereas letters sounds are stressed in England. We examined the impact of these differences on English children of about 5 and 6 years of age (in reception year and Year 1, respectively) and US 6 year olds (in kindergarten). Children in both countries spelled short vowels, as in bag, more accurately than long vowels, as in gate. The superiority for short vowels was larger for children from England, consistent with the instructional emphasis on letter sounds. Errors such as gat for words with long vowels such as gate were more common among US children, reflecting these children’s use of vowels’ names as a guide to spelling. The English children’s performance on a letter knowledge task was influenced by the fact that they are often taught letter sounds with reference to lowercase letters and letter names with reference to uppercase letters, and their spellings showed some effects of this practice. Although emphasis on letter sounds as opposed to letter names influences children’s patterns of performance and types of errors, it does not make the difficult English writing system markedly easier to master. 相似文献
6.
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
7.
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
8.
AbstractThe ubiquitous weekly spelling test assumes that words are best learned by memorisation and testing but is this the best way? This study compared two well-known approaches to spelling instruction, the rule based and visual memory approaches. A group of 55 seven-year-olds in two Year 3 classrooms was taught spelling in small groups for three lessons a week, 20-min per lesson, over ten weeks. In the first intervention, students learned statistically likely spelling strategies for vowel sounds, syllable breaking strategies, and the doubling rule. In the second intervention, students used a look, say, cover, write, check, fix strategy, listed words in alphabetical order, and wrote them in sentences. The control group completed non-spelling activities. Results showed that although both intervention groups learned to spell taught words better than the control group, the rule-based approach had greater transfer to spelling of new words for both proficient and less proficient spellers. 相似文献
9.
The phonologically transparent Persian orthography is normally transcribed with two distinct spellings; words spelled with
vowels (letters) transcribed as a fixed part of the spelling (transparent) and words spelled with vowels (diacritics) omitted
(opaque). Three groups of Persian readers, namely developmental dyslexics (n=29, mean age=9.4, SD=1.4), unimpaired readers matched on age (n=49, mean age=9, SD=1.3), and reading age (n=23, mean age=7.2, SD=0.4) with the dyslexics performed on a short-term memory verbal test. The time taken to read aloud lists of words with opaque
and transparent spellings, the errors made on reading the words in each list, and the number of correctly recalled words in
each list was subjected to statistical analysis. The results showed that transparent words as a whole were read more accurately
than opaque words. However, recall of words was best for opaque words for the older group of unimpaired readers compared to
the transparent words, while the opposite was true for dyslexics and unimpaired reading age matched participants. The implications
of these results are discussed. 相似文献
10.
Nenagh Kemp 《Reading and writing》2006,19(7):737-765
Two studies examined whether young children use their knowledge of the spelling of base words to spell inflected and derived forms. In Study 1, 5- to 9-year-olds wrote the correct letter (s or z) more often to represent the medial /z/ sound of words derived from base forms (e.g., noisy, from noise) than to represent the medial /z/ sound of one-morpheme control words (e.g., busy). In Study 2, 7- to 9-year-olds preserved the spelling of /z/ in pseudoword base forms when writing ostensibly related inflected and derived forms (e.g., kaise-kaisy). In both studies, the children’s tendency to preserve the spelling of /z/ between base and inflected/derived words was related to their performance on analogy tasks of morphological awareness. These findings add to the growing body of evidence that children recognise and represent links of meaning between words from relatively early in their writing experience, and that morphological awareness facilitates the spelling of morphologically complex words. 相似文献
11.
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
12.
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
13.
Katarina Groth Thomas Lachmann Axel Riecker Irene Muthmann Claudia Steinbrink 《Reading and writing》2011,24(3):285-303
The present study investigated auditory temporal processing in developmental dyslexia by using a vowel length discrimination
task. Both temporal and phonological processing were studied in a single experiment. Seven German vowel pairs differing in
vowel height were used. The vowels of each pair differed only with respect to vowel length (e.g., /a/ vs. /a:/). In German,
vowel length is characterized by temporal and spectral information. Three types of differences between long versus short vowels
were varied: In the phonological condition, pairs of natural vowels were used, differing in their temporal as well as in their
spectral content. In two temporal conditions, in contrast, a natural vowel was always combined with a manipulated one to keep
spectral content of long and short vowels identical. Thus, the only distinguishing feature between the two vowels was temporal
in nature. Vowels were embedded into monosyllabic pseudo-words and presented successively in a speeded same–different task. Twenty dyslexics and twenty age-matched controls participated in the experiment. In both groups, discrimination accuracy
decreased with increasing vowel height in the two temporal conditions. This result is consistent with former findings on the
relevance of temporal information for vowel length identification in German and extends this topic to cover discrimination
demands. In the phonological condition, groups did not differ in discrimination accuracy. In both temporal conditions, however,
dyslexics performed worse than controls. These results suggest that developmental dyslexia is associated with impairments
in processing basic acoustic parameters of the speech signal, in particular, with a deficit in temporal processing. 相似文献
14.
Two groups of first graders (n=63) participated in a brief 10-day intervention study in which they were instructed in the spelling of five final letter
patterns in monosyllabic words. Apart from the final letter pattern sh, the other four patterns (nk, ke, sk, and ck) incorporated the phoneme /k/. One group received phoneme-based instruction that emphasized the direct relation between final
speech sounds and their spelling patterns, whereas the second group received linguistically implicit instruction that focused
solely on the spelling of the rime. The group receiving phoneme instruction (PI) improved accuracy of final pattern spelling
as well as speed of word reading over the group receiving rime instruction (RI). The representation of one sound with the
digraphs sh or ck did not confuse first graders as much as the discrimination and representation of two sounds with the blends sk and nk, or spelling of /k/ with ke when preceded by a long or tense vowel. The results suggest that the difficulty for beginning spelling does not necessarily
lie in the letter pattern but in the sound sequence that is represented by letters. The results seem to support phoneme-based
spelling instruction. 相似文献
15.
16.
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
17.
18.
Forty‐eight adults were trained on monosyllabic pseudowords and their meanings and then tested in vocal spelling. The orthographic inconsistency of the rime (e.g. orn, awn for ‘glorn’) and the number of learning trials affected accuracy and response latency in the vocal spelling test. In addition, orthographic typicality as assessed by neighbour statistics predicted item spelling accuracy. Spelling accuracy on orthographically consistent items significantly increased with training, suggesting that unfamiliar monosyllables are not necessarily spelled by reliance on sound–spelling correspondences at the rime level. Analysis of spelling errors revealed that good spellers made more spelling errors containing alternative rime spellings and fewer errors that were phonologically inappropriate than poor spellers. 相似文献
19.
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
20.
In a brief, exploratoryspelling intervention, second through fourthgrade students, divided in two groups of 70students, learned to spell Latin loan wordsthat ended in -ion with either alinguistically explicit or implicit method. The -ion words were chosen because theypossess similar orthographic structure inaddition to uniform pronunciation. In theexplicit instruction, linguistic andorthographic properties of the words weresimultaneously considered and non-overlappingdistributive patterns between sound andspelling were discussed, whereas in theimplicit instruction discussion was limited tothe orthographic pattern. The explicitinstruction was based on the Orton–Gillinghammethod. Linguistically explicit instructionimproved discrimination of /zh/ and /sh/sounds, spelling of word endings tion andsion and, most importantly, spellinggeneralization to novel words over implicitinstruction. These results were consistent pergrade. The children in each instructionimproved equally on spelling of the stressedvowel, which did not receive explicit attentionin the intervention, as well as on reading ofboth the stressed vowel and the word endings. Thus, the effectiveness of drawing explicitversus implicit attention was shown across andwithin type of instruction. The results appearto support sound-based spelling instruction. 相似文献