Non-phonological Strategies in Spelling Development
Non-phonological Strategies in Spelling Development
复制标题
拼写发展中的非语音策略
作者：
Naymé Salas
本文研究了音韵学以外的知识类型对拼写发展的作用，例如语素到字素映射、拼写模式和特定单词的拼写模式的知识。它基于现代观点，即儿童并不是在离散的阶段学习拼写，而是从早期就应用不同类型的策略。本文的目标有三个：（1）确定不同类型的非语音拼写策略的相对难度，（2）检查非语音策略（特别是形态、形态语音、拼写和词汇）对传统拼写分数的贡献，以及（3）确定儿童的教育水平和人口类型（第一语言学习者与第二语言学习者）对拼写策略使用的作用。 982 名儿童（497 名男孩）组成的大样本参与了这项研究，他们都讲加泰罗尼亚语（一种类似于西班牙语的罗曼语，但拼写不太一致）。他们接受了一项定制的听写任务，旨在测试他们的传统和语音准确性技能，并确定他们使用不同类型的非语音策略来拼写模糊音素的能力。使用一系列多组、多级 SEM 分析数据。结果显示，（1）不同群体的儿童发现形态和词汇策略比拼写和形态语音策略更难应用；（2）所有类型的非语音策略对拼写准确性得分都有很大贡献，即使在控制了儿童的语音技能之后也是如此。有效策略的使用随着学校教育水平的增加而增加，而第二语言学习者自始至终表现较差，但没有一组显示出特定的结果模式。总之，本文提供了大量证据，证明非语音策略对于学习拼写至少在小学早期和初中阶段至关重要。因此，有人建议，写作教学本质上应该是多维的，并特别针对儿童最困难的策略：词素映射和特定单词的词汇表示的知识。还讨论了理论意义。
This paper investigated the role that types of knowledge beyond phonology have on spelling development, such as knowledge of morpheme-to-grapheme mappings, of orthographic patterns, and of word-specific orthographic patterns. It is based on the modern view that children do not learn spelling in discrete stages but, rather, they apply different types of strategies from early on. The goals of the paper were threefold: (1) to determine the relative difficulty of different types of non-phonological spelling strategies, (2) to examine the contribution of non-phonological strategies (specifically, morphological, morphophonological, orthographic, and lexical) to conventional spelling scores, and (3) to determine the role of children’s educational level and population type (first- vs. second-language learners) on spelling strategy use. A large sample of 982 children (497 boys), speakers of Catalan (a Romance language similar to Spanish but with a less consistent orthography), participated in the study. They were administered a bespoke dictation task aimed to test their conventional and phonographic accuracy skill, as well as to determine their ability to use different types of non-phonological strategies for the spelling of ambiguous phonemes. Data were analyzed with a series of multigroup, multilevel SEMs. Results showed that (1) children across groups found morphological and lexical strategies harder to apply than orthographic and morphophonological strategies and (2) all types of non-phonological strategies contributed greatly to spelling accuracy scores, even after controlling for children’s phonographic skills. Efficient strategy use increased as a function of schooling level, while second-language learners had a worse performance throughout, but no group showed a specific pattern of results. In conclusion, the paper offers substantial evidence that non-phonological strategies are paramount to learning to spell at least during the early and intermediate elementary school years. It is suggested that the teaching of writing should therefore be multidimensional in nature and target particularly the strategies with which children struggle the most: knowledge of morpho-graphemic mappings and word-specific lexical representations. Theoretical implications are also discussed.
学习拼写：儿童策略使用的可变性、选择和变化。
影响因子：
4.6
作者：
Rittle-Johnson,B;Siegler,RS
通讯作者：
Siegler,RS