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Learning statistical orthographic patterns in disyllabic English words and using them in reading and spelling

学习双音节英语单词的统计正字法模式并在阅读和拼写中使用它们

基本信息

批准号：
10291887
负责人：
Rebecca A. Treiman
金额：
$ 33.86万
依托单位：
WASHINGTON UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-08-09 至 2025-05-31
项目状态：
未结题

项目摘要

Project Summary/Abstract Reading and spelling instruction typically focuses on single-syllable words, and children sometimes have difficulty when confronted with longer words. These difficulties can be especially severe in children with dyslexia. Previous research has concentrated on spelling– sound relationships and reading and spelling processes for one-syllable English words. Less is known about how children deal with longer words and how to teach them to do so. To fill the gap in knowledge about longer words, the current project studies two-syllable words—the most common type of longer word in English. We focus on three issues: which syllable of a word is stressed, whether a stressed first syllable has a short or long vowel, and whether a middle consonant is spelled with a single or a double letter. One set of studies examines the linguistic cues that could potentially help readers and spellers decide on stress, vowel length, and consonant doubling. To do this, we examine the spelling–sound relationships in comprehensive lists of disyllabic words that occur in reading materials at each of the kindergarten to university levels. We expect to find a number of probabilistic patterns that, taken together, help to predict stress, vowel length, and consonant doubling. We ask whether some of these patterns change across grade levels as children are increasingly exposed to words of Latin and Greek origin. To study how children are currently taught to read and spell longer words, we analyze teaching materials that are widely used in the U.S. for phonics and spelling instruction. We expect to find that children receive relatively little teaching about longer words and that the teaching that they do receive is sometimes incomplete or misleading. Finally, we conduct studies in which students in Grades 2, 5, 9, and university are asked to pronounce and spell selected words and nonwords. The goal of these studies is to examine whether learners pick up the patterns that are available in the language, including patterns that are not normally covered in phonics and spelling instruction. We expect to find that children do learn about some untaught patterns but that this process is slow and ultimately incomplete. Instruction could help to speed the process. The results of the project will provide a basis for improving the teaching of reading and spelling for children, including children who struggle with literacy learning. The findings should also be useful in designing instruction for adults who are learning English as a second language.

项目摘要/摘要阅读和拼写教学通常集中在单音节单词和儿童有时在面对较长的单词时会有困难。这些困难可能是尤其是阅读困难症的儿童。此前的研究主要集中在拼写上-- 良好的关系和单音节英语单词的阅读和拼写过程。关于孩子们如何处理较长的单词以及如何教他们这样做，人们知之甚少。为了填补关于较长单词的知识空白，目前的项目研究双音节单词--英语中最常见的长单词类型。我们关注三个问题：哪一个单词的音节是重读的，重读的第一个音节是短元音还是长元音，以及中间辅音是用单字母还是双字母拼写的。一组研究考察了语言线索，这些线索可能有助于读者拼写者决定重音、元音长度和辅音加倍。为此，我们检查中出现的双音节单词的综合列表中的拼写-发音关系从幼儿园到大学每一级的阅读材料。我们希望能找到一个一些概率模式，综合起来，有助于预测重音，元音长度，辅音翻倍。我们问，这些模式中的一些是否会随着年级的不同而变化因为孩子们越来越多地接触到起源于拉丁语和希腊语的单词。为了研究目前儿童是如何被教会阅读和拼写较长的单词的，我们分析了在美国被广泛用于语音和拼写教学的教材。我们预计会发现，孩子们接受的较长单词的教学相对较少，而且他们确实接受的教学有时是不完整的或具有误导性的。最后，我们进行研究，要求2年级、5年级、9年级和大学的学生发音和拼写选定的单词和非单词。这些研究的目标是检查学习者是否学会了语言中可用的句型，包括句型通常在拼音和拼写教学中不会涉及的内容。我们希望能找到孩子们确实学到了一些没有教过的模式，但这个过程是缓慢的，最终不完整。指导可以帮助加快这一过程。该项目的成果将为改进阅读教学和儿童拼写，包括那些在识字学习上有困难的儿童。调查结果也应该有助于为将英语作为一种语言学习的成年人设计教学第二语言。