Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies
Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies
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DOI：
10.1016/j.cognition.2013.02.009
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发表时间：
2013-06-01
期刊：
影响因子：
3.4
通讯作者：
Serrano, Francisca
中科院分区：
文献类型：
--
作者：
Duncan, Lynne G.;Castro, Sao Luis;Serrano, Francisca
在阅读教学的第一年开始和结束时，用六种字母拼写法（英语、法语、希腊语、冰岛语、葡萄牙语和西班牙语）对语音发展进行了评估。其目的是探讨对比的理论观点：在学习阅读（研究1）的开始时，语音的可用性的问题;在过渡到识字（研究2）的语音发展的速度的正字法深度的影响;和识字教学的影响（研究3）。242名儿童的结果并没有显示出一致的发展顺序，表现根据任务要求和语言而变化。语音教学出现更有影响力的比正字法的深度出现的早期元音系能力来操纵音素，初步迹象表明，跨语言的变化与语音节奏比音节复杂性等因素。目前的语音发展模式的结果的影响进行了讨论。(C)2013爱思唯尔有限公司版权所有。
Phonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study 1); the influence of orthographic depth on the pace of phonological development during the transition to literacy (Study 2); and the impact of literacy instruction (Study 3). Results from 242 children did not reveal a consistent sequence of development as performance varied according to task demands and language. Phonics instruction appeared more influential than orthographic depth in the emergence of an early meta-phonological capacity to manipulate phonemes, and preliminary indications were that cross-linguistic variation was associated with speech rhythm more than factors such as syllable complexity. The implications of the outcome for current models of phonological development are discussed. (C) 2013 Elsevier B.V. All rights reserved.