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，糟糕的拼写能力似乎会妨碍作文技能的发展。最重要的是，识字能力差会危及以后的学业成功。鉴于早期识字困难具有长期影响，因此必须更好地了解这些困难是如何产生的。拟议研究的长期目标是了解讲法语儿童识字成绩的个体差异的发展情况。与芬兰语等透明的语言以及英语等不透明的语言相比，法语书面语代表了许多形态学的方面，而这些方面在音韵学上没有表现出来。例如，单词通常以表示形态信息的无声辅音结尾。考虑到复数在名词中最常见的是用最后的无声-s标记，在规则动词中最常见的是用最后的无声-nt标记，并且在某些名词中最后的无声辅音标记与派生动词（例如，chant/chanter）。 因此，占主导地位的无声形态意味着儿童必须学习如何正确拼写单词，而无需口头参考，这会导致特定的困难，并可能导致对形态知识的依赖增加。因此，目前的建议侧重于幼儿的形态知识，因为它可能会在法语拼写中发挥关键作用。一系列的研究，提出了解决的相对贡献的形态意识，策略和分析拼写在法国。从这项研究中获得的知识将导致识字习得的理论模型的细化，通过指定的作用，在法语拼写的形态。此外，从拟议的研究积累的结果应该导致更成功的干预研究如何形态知识可以提高识字。鉴于最近的新闻报道，魁北克省25%的法语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.