Written and Spoken Language Development across the Lifespan - Essays in Honour of Liliana Tolchinsky
Written and Spoken Language Development across the Lifespan - Essays in Honour of Liliana Tolchinsky
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一生中的书面和口语语言发展——纪念莉莉安娜·托尔钦斯基的散文
DOI：
10.1007/978-3-319-21136-7_11
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Dockrell J
中科院分区：
文献类型：
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作者：
Dockrell J
单字拼写的假设是在学习用英语写作的开始阶段限制文本的生成，并最大限度地减少或消除其他语言因素的影响。对于年轻的作家来说，产生想法的自然水平可能是在句子层面。考察句子水平产生的研究为考察儿童的想法产生以及影响这一产生的认知和语言因素提供了可能性。66名年龄在7岁到11岁之间的说英语的儿童完成了口语和书面句子的生成任务，并完成了一系列标准化的语言和识字测量。我们认为，口语句子的生成会显着增加书面句子生成任务的成绩，尤其是对于年轻的作家。参与者在口头形式上的表现要好得多。两种方式的发展差异都很明显，但年龄组和通道效应之间不存在交互作用。标准化衡量标准之间的相关性揭示了语言、识字和写作之间复杂的关联模式。用回归分析探讨了它们之间的关系。
Single word spelling is hypothesised to restrict text generation at the beginning phases of learning to write in English and to minimise or eliminate the impact of other linguistic factors. For young writers the natural level of idea generation may be at the sentence level. Studies which examine sentence level production offer the potential to examine children’s idea generation and the cognitive and linguistic factors which impact on this. Sixty-six English speaking children aged between the ages of 7 and 11 completed oral and written sentence generation tasks and a range of standardised language and literacy measures. We reasoned that oral language sentence generation would add significant variance to performance on the written sentence generation task especially for the younger writers. Participants performed significantly better in the oral modality. Developmental differences were evident in both modalities but there was no interaction between age group and modality effect. Correlations between standardised measures revealed a complex pattern of associations between language, literacy and writing. Regression analyses were used to explore the relationships.