The effects of learning to spell on children's awareness of morphology
The effects of learning to spell on children's awareness of morphology
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DOI：
10.1007/s11145-006-9025-y
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发表时间：
2006-10-01
影响因子：
2.5
通讯作者：
Bindman, Miriam
中科院分区：
文献类型：
--
作者：
Nunes, Terezinha;Bryant, P.;Bindman, Miriam
因为英语中许多单词的拼写（以及许多其他语言）取决于它们的语素结构，孩子们必须有一些关于语素的知识才能学习阅读和写作。这就提出了这样一种可能性，即儿童获得关于语素的许多外显知识是学习阅读和拼写的直接结果。我们报告了两个大规模的纵向研究，支持这种因果关系的想法。在第一项研究中，孩子们在拼写规则过去动词末尾的字母时的成功预测了他们一年后在两项形态意识任务中的表现。在第二项研究中，儿童拼写语素的一致性预测了他们根据语素结构定义新词的能力。我们的结论是，学习读写的经验确实会影响人们的语素知识，我们认为，语素知识和阅读和写作之间的因果关系可能是一个双向的。
Because the spelling of many words in the English language (and in many other languages as well) depends on their morphemic structure, children have to have some knowledge about morphemes in order to learn to read and write. This raises the possibility that children gain much of their explicit knowledge about morphemes as a direct result of learning to read and to spell. We report two large-scale longitudinal studies that support the idea of this kind of causal connection. In the first study children's success in spelling the inflexion at the end of regular past verbs predicted their performance in two morphological awareness tasks a year later. In the second study the children's consistency in spelling morphemes predicted their ability to define new words on the basis of their morphemic structure. We conclude that the experience of learning to read and write does affect people's knowledge of morphemes, and we argue that the causal relationship between morphemic knowledge and reading and writing is probably a two-way one.