Young Children's Ability to Read and Spell Their Own and Classmates' Names: The Role of Letter Knowledge
Young Children's Ability to Read and Spell Their Own and Classmates' Names: The Role of Letter Knowledge
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DOI：
10.1080/10888430902851422
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发表时间：
2009-01-01
影响因子：
3.7
通讯作者：
Ehri, Linnea C.
中科院分区：
文献类型：
--
作者：
Levin, Iris;Ehri, Linnea C.
研究了儿童阅读和拼写自己和同学的希伯来文人名的能力。4 ~ 6岁的识字儿童（N = 60）对自己的名字有很高的认识，但对他人名字的认识和应急识字能力差异很大。名字的阅读和拼写主要与字母知识有关，而不是与音素意识有关。尽管希伯来语名称中没有大写，但初始字母超过中间/最后字母的上级性能发生。两个字母的名字比长的名字读得更好，长的名字读得同样好，这表明使用了部分线索。这些结果与Ehri（2005）的相位理论有关。我们推测，非正式的学习的名字是建立在字母知识加上接触的名字，是由儿童的名字的兴趣。
Children's ability to read and spell their own and classmates' personal names in and out of context in Hebrew was studied. Preliterate children aged 4 to 6 years (N = 60) showed high knowledge of their own names but varied greatly in knowledge of others' names and emergent literacy skills. Reading and spelling of names was primarily related to letter knowledge rather than to phonemic awareness. Superior performance with initial over medial/final letters occurred despite no capitalization in Hebrew names. Names of two letters were read better than longer names, which were read equally well, indicating use of partial cues. These results bear on Ehri's (2005) phase theory. We speculate that informal learning of names is founded on letter knowledge plus exposure to names and is fueled by children's interest in names.