The foundations of spelling ability: Evidence from a 3-year longitudinal study
The foundations of spelling ability: Evidence from a 3-year longitudinal study
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DOI：
10.1006/jmla.2000.2785
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发表时间：
2001-11-01
影响因子：
4.3
通讯作者：
Snowling, MJ
中科院分区：
文献类型：
--
作者：
Caravolas, M;Hulme, C;Snowling, MJ
拼写技能的发展进行了调查，在四个点超过前3年的学校教育在153名英国儿童。为了揭示拼写和阅读能力之间的发展关系，并确定拼写技能的组成部分，儿童进行了大量的测试，包括阅读，音素意识，字母-声音和字母名称知识，记忆，语言和非语言智商。拼写产品进行了评估，既为语音的可重复性和传统的准确性。路径分析显示，音素切分和字母-声音知识是早期语音拼写能力的前体技能，语音拼写与阅读相结合促进常规拼写技能的发展。虽然最初的语音拼写能力预测后来的阅读，早期的阅读能力并不影响后来的语音拼写能力。这些结果表明，熟练的拼写需要一个基础的语音转码能力，从而使形成的正字法表示。我们的数据还表明，越来越复杂和具体的正字法模式表现在儿童的拼写是通过经验和指导学习的阅读和拼写。(C)北京：科学出版社.
The development of spelling skills was investigated at four points over the first 3 years of schooling in 153 British children. In order to uncover the developmental relationship between spelling and reading ability and to identify the component skills of spelling, children were assessed with a large battery of tests, including reading, phoneme awareness, letter-sound and letter-name knowledge, memory, and verbal and nonverbal IQ. Spelling productions were assessed both for phonological plausibility and for conventional accuracy. A path analysis revealed that phoneme segmentation and letter-sound knowledge were the precursor skills of early phonological spelling ability; in turn phonological spelling combined with reading to promote conventional spelling skill. Although initial phonological spelling ability predicted later reading, early reading ability did not influence later phonological spelling ability. These results indicate that skilled spelling requires a foundation in phonological transcoding ability which in turn enables the formation of orthographic representations. Our data also suggest that the increasingly complex and specific orthographic patterns demonstrated in children's spelling are learned through experience and instruction in both reading and spelling. (C) 2001 Academic Press.