Preschoolers' Use Of Statistical Learning To Discover Spelling And Reading Conventions Prior To Formal Schooling

学龄前儿童在正规学校教育之前利用统计学习来发现拼写和阅读惯例

基本信息

  • 批准号:
    1421279
  • 负责人:
  • 金额:
    $ 62万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2014
  • 资助国家:
    美国
  • 起止时间:
    2014-07-01 至 2019-06-30
  • 项目状态:
    已结题

项目摘要

In a modern society, strong literacy skills are critical to educational attainment and employment outcomes. Many pre-literacy skills are typically acquired before the start of formal education. Reducing the number of children who enter school with inadequate literacy-related knowledge and skills is an important societal goal. This project focuses on children before they enter kindergarten. It examines how children learn about one set of literacy skills: those involved in the reading and spelling of individual words, prior to explicit instruction. The project investigates the types of information that young children acquire through implicit learning prior to formal instruction regarding spelling and reading conventions. The goal is to characterize the types of information that children acquire (e.g., writing conventions dictate that words are written from left to right in English) prior to formal schooling and investigate how individual differences in acquisition of this knowledge corresponds to later reading and spelling abilities. The studies involve both cross-sectional and longitudinal designs and a wide array of tasks. The prevailing hypothesis is that children utilize the statistical structure of patterns in their environments to extract information about conventions that lend support to the subsequent, more explicit task of learning to read and write.Broader impacts of this research include the capacity to identify children who are at risk of literacy problems early on so that intervention can be provided from the onset of formal schooling. This project will support the research community by developing and disseminating a computerized scoring tool to be used with many conventional tasks that will provide a nuanced analysis of the nature and degree of children's accuracy and errors, rather than simply scoring responses as either correct or incorrect as is the prevailing convention in early literacy assessments.
在现代社会,强大的读写能力对于教育程度和就业成果至关重要。 许多识字前技能通常是在正规教育开始之前获得的。减少识字相关知识和技能不足的入学儿童数量是一个重要的社会目标。该项目主要针对进入幼儿园之前的儿童。它研究了儿童如何学习一套读写技能:在明确的指导之前涉及阅读和拼写单个单词的技能。该项目调查了幼儿在接受有关拼写和阅读惯例的正式指导之前通过隐性学习获得的信息类型。目标是描述儿童在接受正规教育之前获得的信息类型(例如,写作惯例规定英语中的单词是从左到右书写的),并调查获得这些知识的个体差异如何与后来的阅读和拼写能力相对应。这些研究涉及横截面和纵向设计以及广泛的任务。普遍的假设是,儿童利用其环境中模式的统计结构来提取有关惯例的信息,这些信息为随后的、更明确的学习读写任务提供支持。这项研究的更广泛影响包括能够尽早识别出面临读写问题风险的儿童,以便从正规学校教育开始就提供干预措施。该项目将通过开发和传播一种用于许多传统任务的计算机化评分工具来支持研究界,该工具将对儿童的准确性和错误的性质和程度进行细致入微的分析,而不是像早期读写能力评估中的普遍惯例那样简单地对答案进行正确或不正确的评分。

项目成果

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Rebecca Treiman其他文献

The primacy of morphology in English braille spelling: an analysis of bridging contractions
英语布莱叶盲文拼写中形态学的首要地位:对衔接缩写的分析
  • DOI:
    10.1007/s11525-023-09413-8
  • 发表时间:
    2023-07-14
  • 期刊:
  • 影响因子:
    1.500
  • 作者:
    Robert Englebretson;M. Cay Holbrook;Rebecca Treiman;Simon Fischer-Baum
  • 通讯作者:
    Simon Fischer-Baum
How do the spellings of children with dyslexia compare with those of nondyslexic children?
  • DOI:
    10.1007/s11145-004-2345-x
  • 发表时间:
    2005-02-01
  • 期刊:
  • 影响因子:
    2.200
  • 作者:
    Marie Cassar;Rebecca Treiman;Louisa Moats;Tatiana Cury Pollo;Brett Kessler
  • 通讯作者:
    Brett Kessler
Spelling
拼写
Correction to: Phonological and graphotactic influences on spellers’ decisions about consonant doubling
  • DOI:
    10.3758/s13421-018-0829-1
  • 发表时间:
    2018-07-17
  • 期刊:
  • 影响因子:
    2.100
  • 作者:
    Rebecca Treiman;Sloane Wolter
  • 通讯作者:
    Sloane Wolter
Introduction to special issue on spelling
  • DOI:
    10.1023/a:1007990526828
  • 发表时间:
    1997-01-01
  • 期刊:
  • 影响因子:
    2.200
  • 作者:
    Rebecca Treiman
  • 通讯作者:
    Rebecca Treiman

Rebecca Treiman的其他文献

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{{ truncateString('Rebecca Treiman', 18)}}的其他基金

Statistical Bases of Reading and Spelling
阅读和拼写的统计基础
  • 批准号:
    0130763
  • 财政年份:
    2002
  • 资助金额:
    $ 62万
  • 项目类别:
    Continuing Grant
Relations Between Sounds and Spellings in English: Nature, Use, and Acquisition
英语中声音和拼写之间的关系:性质、使用和习得
  • 批准号:
    9807736
  • 财政年份:
    1998
  • 资助金额:
    $ 62万
  • 项目类别:
    Continuing Grant
Sources of Information in Children's Spelling
儿童拼写信息来源
  • 批准号:
    9408456
  • 财政年份:
    1995
  • 资助金额:
    $ 62万
  • 项目类别:
    Continuing Grant
Children's Spelling
儿童拼写
  • 批准号:
    9020956
  • 财政年份:
    1991
  • 资助金额:
    $ 62万
  • 项目类别:
    Continuing Grant
Phonemic Analysis Ability in Children and Adults
儿童和成人的音位分析能力
  • 批准号:
    8109892
  • 财政年份:
    1981
  • 资助金额:
    $ 62万
  • 项目类别:
    Standard Grant

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