Children's Spelling

儿童拼写

• 批准号: 9020956
• 负责人: Rebecca Treiman
• 金额: $ 9.97万
• 依托单位: Wayne State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-03-01 至 1995-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9020956&HistoricalAwards=false
• 关键词: Children; Spelling

Over the past 20 years or so, there has been great interest in how children learn to read and write and the kinds of difficulties they face. Although a great deal of research has been done on reading, writing and spelling have been somewhat neglected. This research fills that gap by studying how children learn to spell in English. This research focuses on normal kindergarten and first grade children, children who are just beginning to learn how the English writing system works. Treiman has previously studied the spellings that were produced by a group of first grade children in their everyday classroom work. The results show that spelling is not purely a visual process, as is often thought. Rather than memorizing the spelling of each specific word, children construct or invent spellings for words based on the words' sounds. This research will use experimental methods, thus complementing the earlier naturalistic work. In the experiments, children will be asked to spell words containing particular sounds and to make judgments about the sounds in those words. Together, the naturalistic and experimental research can yield a better understanding of children's spelling than either approach could achieve alone. Some experiments will study systematic spelling errors. Sometimes, children represent a sound with the wrong letter, as when they spell "city" as CIDY or "boy" as BOE. In other cases, children fail to spell a sound altogether. For example, the "s" sound is omitted in the spelling BET for "best". In still other cases, children use a single letter to stand for two sounds. In CRT for "cart", for example, the child uses the letter r to represent both of the sounds in the letter's name. Other experiments will also study children's learning of English spelling constraints. For instance, there are certain constraints on the types of letter sequences that may occur in words. For example, double letters may occur in the middles and at the ends of words, as in "banner" and "tall", but rarely occur at the beginnings of words. Finally, still other experiments will study children's learning of another aspect of the English writing system. Units of meaning are often spelled in a consistent manner, even when their pronunciations change. For example, the past tense ending is spelled the same way in "jumped", "cleaned", and "floated", but is pronounced differently in the three words. Together, the results should help to show why English is so hard to spell. The results should also help to suggest how some of children's difficulties in learning to spell can be overcome. They should even be useful in the diagnosis and treatment of children with severe learning problems.

在过去的20年左右，人们对 孩子们如何学习阅读和写作， 他们面临的困难。 尽管大量的研究表明， 在阅读、写作和拼写方面， 忽视 这项研究填补了这一空白，通过研究儿童 学习用英语拼写。 这项研究的重点是正常 幼儿园和一年级的孩子， 开始学习英语写作系统的运作方式。 Treiman以前研究过产生的拼写 一群一年级的孩子在他们的日常教室里 工作 结果表明，拼写并不是纯粹的视觉 过程，就像人们经常想的那样。 而不是记住 每个特定单词的拼写，孩子们构建或发明 根据单词的声音进行单词的拼写。 本研究 将使用实验方法，从而补充了早期的 自然主义的工作。 在实验中，孩子们将被要求 拼写含有特殊发音的单词并做出判断 这些词的发音 在一起，自然主义和 实验研究可以更好地理解 孩子们的拼写比任何一种方法都可以单独实现。 一些实验将研究系统性拼写错误。 有时候，孩子们用错误的字母代表一个声音， 当他们把“城市”拼成CIDY或者把“男孩”拼成BOE时。 在其他情况下， 孩子们连一个音都拼不出来。 例如，“s” 在拼写BET中省略了“best”的发音。 在另外其他 在某些情况下，孩子们用一个字母代表两个声音。 在 CRT表示“cart”，例如，孩子使用字母r来 代表字母名称中的两个发音。 其他实验也将研究儿童学习英语的情况 拼写限制。 例如，有一些 可能出现的字母序列类型的约束 话 例如，双字母可能出现在中间， 在单词的末尾，如在“banner”和“tall”中，但很少出现 在单词的开头。 最后，还有一些实验将研究儿童的学习 英语书写系统的另一个方面 单位 意思往往是拼写一致的方式，即使他们的 发音会变 例如，过去式结尾是 在“跳跃”、“清洁”和“漂浮”中拼写相同，但 这三个词的发音不同 总之，结果应该有助于说明为什么英语如此难 拼写 研究结果还有助于说明， 孩子们学习拼写的困难是可以克服的。 它们甚至可以用于诊断和治疗 有严重学习问题的儿童。