Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian preschoolers
Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian preschoolers
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学习词汇中的字母名称子集： 来自美国和巴西学龄前儿童的证据
DOI：
10.1017/s0142716406060255
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发表时间：
2006-04-01
影响因子：
2.1
通讯作者：
Pollo, TC
中科院分区：
文献类型：
--
作者：
Treiman, R;Kessler, B;Pollo, TC
为了研究影响字母名称学习的因素，这是识字的重要基础，我们要求318名美国和369名巴西学龄前儿童识别每个字母。在这两个国家，字母形状的相似性是混淆错误的主要决定因素，孩子们特别容易交换形状和名字相似的字母。错误也受到字母频率的影响，一般频率和儿童自己的名字中出现的字母。英语和葡萄牙语之间的字母名称和字母频率的差异导致了两国儿童的表现模式的某些差异。其他差异似乎反映了美国儿童对字母表的传统顺序更为熟悉。男孩在字母名称知识连续体的低端被过度代表，这表明一些男孩开始正式的阅读教学缺乏重要的基础技能。
To examine the factors that affect the learning of letter names, an important foundation for literacy, we asked 318 US and 369 Brazilian preschoolers to identify each uppercase letter. Similarity of letter shape was the major determinant of confusion errors in both countries, and children were especially likely to interchange letters that were similar in shape as well as name. Errors were also affected by letter frequency, both general frequency and occurrence of letters in children's own names. Differences in letter names and letter frequencies between English and Portuguese led to certain differences in the patterns of performance for children in the two countries. Other differences appeared to reflect US children's greater familiarity with the conventional order of the alphabet. Boys were overrepresented at the low end of the continuum of letter name knowledge, suggesting that some boys begin formal reading instruction lacking important foundational skills.