Sources of Information in Children's Spelling

儿童拼写信息来源

• 批准号: 9408456
• 负责人: Rebecca Treiman
• 金额: $ 18.36万
• 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: 1995
• 资助国家: 美国
• 起止时间: 1995-04-01 至 1999-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9408456&HistoricalAwards=false
• 关键词: Sources; Information; Children; Spelling

Although there has been a good deal of research over the past few decades on how children learn to read, the study of how they learn to spell has been somewhat neglected. The proposed research attempts to redress this neglect and to increase our understanding of spelling and spelling development. The underlying hypothesis is that children bring their existing knowledge and skills to the task of spelling. These include knowledge of the phonological or sound system of the spoken language, familiarity with the names of letters, knowledge of the spelling of the child's own name, knowledge of meaning relations among words, and knowledge of the kinds of letter sequences that do and do not occur in the printed language. Experiments are proposed to examine the effects of each of these kinds of knowledge on beginning spelling. In the experiments, normally-developing children are asked to spell selected words or nonwords and to perform other tasks involving sounds and letters. The experiments involve American children in the preschool and elementary grades, as well as adults in some cases. In some of the studies, the results from American children will be compared to those of British children to examine the effects of dialect and different cultural practices on spelling. The results of this project are expected to shed light on the knowledge that children bring with them to the spelling task. In addition, the results will show what kinds of errors are typical among children of various ages and why these errors occur. These results should help in providing guidelines for those who teach spelling and other literacy-related skills to children in preschool, kindergarten, and the early elementary grades. In addition, by providing important information about normal children's spelling behavior, the results should prove useful in the diagnosis and treatment of children and adults with spelling difficulties.

尽管在过去的几十年里，人们对儿童如何学习阅读进行了大量的研究，但对他们如何学习拼写的研究却被忽视了。 拟议的研究试图纠正这种忽视，并增加我们的拼写和拼写发展的理解。 基本的假设是，孩子们把他们现有的知识和技能的拼写任务。 这些知识包括口语的语音或声音系统的知识，熟悉字母的名称，孩子自己名字的拼写知识，单词之间的意义关系的知识，以及印刷语言中出现和不出现的字母序列的知识。 实验提出了这些类型的知识开始拼写检查的效果。 在实验中，发育正常的儿童被要求拼写选定的单词或非单词，并执行其他涉及声音和字母的任务。 这些实验涉及学龄前和小学的美国儿童，在某些情况下也涉及成年人。 在一些研究中，美国儿童的结果将与英国儿童的结果进行比较，以检查方言和不同文化习俗对拼写的影响。 该项目的结果有望揭示儿童在拼写任务中带来的知识。 此外，研究结果还将显示不同年龄段儿童的典型错误类型以及这些错误发生的原因。 这些结果应该有助于为那些在学前班、幼儿园和小学低年级向儿童教授拼写和其他识字相关技能的人提供指导。 此外，通过提供有关正常儿童拼写行为的重要信息，结果应证明对诊断和治疗有拼写困难的儿童和成人有用。