Children's spelling of syllabic |r| and letter-name vowels:: Broadening the study of spelling development
Children's spelling of syllabic |r| and letter-name vowels:: Broadening the study of spelling development
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DOI：
10.1017/s0142716401002016
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发表时间：
2001-06-01
影响因子：
2.1
通讯作者：
Treiman, R
中科院分区：
文献类型：
--
作者：
Reece, C;Treiman, R
以前许多关于儿童拼写的研究都采用了一种狭隘的方法，一次只研究一种语言结构，很少关注儿童之间的差异或随着发展的变化。我们通过研究两种不同但可能相关的模式（重读音节/r/和字母名称元音）以及跟踪一年级学生从秋季到春季的表现变化，拓宽了研究范围。结果显示了孩子们如何从使用一个字母来表示每个语音单元（例如，SR表示sir， KON表示cone）到欣赏“额外”字母的功能（例如，sir的元音字母i和cone的元音字母e）。在此过程中可能会出现诸如sir的SRE之类的错误，这反映了沉默的e模式的过度概括。研究结果与以下观点基本一致：随着发展，拼写变得更加“正字法”。然而，发展的过程并不总是像现有的阶段理论所预测的那样。
Many previous studies of children's spelling have adopted a narrow approach, examining one linguistic structure at a time and paying little attention to differences among children or changes with development. We broadened the focus by examining two different, but potentially related, patterns (stressed syllabic /r/ and letter-name vowels) and by tracking changes in performance from fall to spring of first grade. The results show how children move from using one letter for each phonological unit (e.g., SR for sir; KON for cone) to appreciating the function of "extra" letters (e.g., the vowel letters i of sir and e of cone). Errors such as SRE for sir may arise during this process, reflecting an overgeneralization of the silent e pattern. The results are generally consistent with the view that spelling becomes more "orthographic" with development. However, the course of development is not always as predicted by existing stage theories.