Morphological knowledge and spelling acquisition

在一年级结束时，阅读和拼写能力差的孩子往往仍然是阅读和拼写能力差的孩子。此外，拼写能力差似乎会干扰写作技能的发展。最重要的是，糟糕的读写能力会危及以后的学业成功。鉴于早期读写困难有长期的影响，更好地理解这些困难是如何产生的是至关重要的。拟议研究的长期目标是了解法语儿童读写能力个体差异的发展。与芬兰语这样的透明语言和英语这样的不透明语言相比，法语的书面语言代表了许多没有语音表示的形态学方面。例如，单词通常以不发音的辅音结尾，表示形态信息。考虑到复数最常在名词中以不发音的-s结尾，在规则动词中以不发音的-nt结尾，在某些名词中，不发音的最后辅音表示与衍生动词（例如，chant/chanter）的关系。因此，以沉默词法为主意味着儿童必须在没有口头参考的情况下学习如何正确拼写单词，这导致了特定的困难，并可能导致对词法知识的依赖增加。因此，目前的建议侧重于幼儿的形态学知识，因为它可能在法语拼写中发挥关键作用。本文提出了一系列的研究，以解决形态学意识、策略和分析对法语拼写的相对贡献。从这项研究中获得的知识将通过指定法语拼写中形态学的作用来完善识字习得的理论模型。此外，从所提出的研究中积累的发现应该导致更多成功的关于形态知识如何提高读写能力的干预研究。鉴于最近的新闻报道，quamesbec有25%讲法语的儿童面临识字失败的风险，这一信息是迫切需要的。

Children who are poor readers and spellers at the end of Grade 1 tend to remain poor readers and spellers. In addition, poor spelling ability seems to interfere with the development of composition skill. Most important, poor literacy skills jeopardize later academic success. Given that early literacy difficulties have long term consequences, it is essential to understand better how these difficulties arise. The long-term goal of the proposed research is to understand the development of individual differences in literacy performance among French-speaking children. In contrast to transparent languages like Finnish as well as opaque languages like English, the French written language represents many aspects of morphology that are not represented phonologically. For instance, words often end with silent consonants that indicate morphological information. Consider that the plural is most often marked with a final silent -s in nouns and a silent -nt in regular verbs, and the silent final consonant in certain nouns marks the relation with derivatives such as derived verbs (e.g., chant/chanter). Hence, the predominantly silent morphology means that children must learn how to spell words correctly without an oral reference which results in specific difficulties and may result in an increased reliance on morphological knowledge. Hence, the present proposal focuses on young children's morphological knowledge because it may play a critical role in spelling in French. A series of studies are proposed to address the relative contribution of morphological awareness, strategies, and analysis to spelling in French. The knowledge gained from this research will lead to refinements of theoretical models on literacy acquisition by specifying the role of morphology in spelling in French. In addition, the accumulated findings from the proposed research should lead to more successful intervention studies on how morphological knowledge can enhance literacy. This information is badly needed given the recent news reports that 25% of French-speaking children in Québec are at risk of literacy failure.