Early development of language by hand: Composing, reading, listening, and speaking connections; Three letter-writing modes; and fast mapping in spelling
Early development of language by hand: Composing, reading, listening, and speaking connections; Three letter-writing modes; and fast mapping in spelling
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DOI：
10.1207/s15326942dn2901_5
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发表时间：
2006-01-01
影响因子：
1.5
通讯作者：
Apel, K
中科院分区：
文献类型：
--
作者：
Berninger, VW;Abbott, RD;Apel, K
对典型语言发展进行了为期5年的重叠队列纵向研究，报告了第一批发现：(a)在一年级和三年级的队列1和三年级和五年级的队列2中，耳（听）、嘴（说）、眼（读）和手（写）语言之间的相互关系；（二）在与（一）年级相同的组别中，每组学生的三种手写语言模式（用钢笔和键盘写手稿字母和用钢笔写草书字母）之间的相互关系；(c)第一组一年级学生和第二组三年级学生运用快速映射学习拼写假词的能力。结果表明，听力理解、口语表达、阅读理解和书面表达的个体差异在发展上是稳定的，但各功能语言系统之间仅存在适度的相关关系。同样地，手稿写作、草书写作和键盘打字也只是适度相关，而且每一种都有不同的神经心理学预测指标，这取决于结果测量和年级水平。研究结果支持使用以下神经心理学测量来评估书写模式：正字法编码、快速自动命名、手指连续（连续手指运动的书写运动规划）、抑制、抑制/转换和音素技能（这可能促进跨字母格式和生产模式的抽象字母身份转移）。一年级和三年级的学生都表现出在3个简短的测试中（其中2个涉及教学）快速将新的口语单词形式映射到书面单词形式的能力；这种快速映射解释了他们在拼写成绩上的独特差异，而不仅仅是他们的正字法和语音编码能力，而且与当前和明年的拼写成绩显著相关。
The first findings from a 5-year, overlapping-cohorts longitudinal study of typical language development are reported for (a) the interrelationships among Language by Ear (listening), Mouth (speaking), Eye (reading), and Hand (writing) in Cohort I in 1st and 3rd grade and Cohort 2 in 3rd and 5th grade; (b) the interrelationships among three modes of Language by Hand (writing manuscript letters with pen and keyboard and cursive letters with pen) in each cohort in the same grade levels as (a); and (c) the ability of the 1st graders in Cohort I and the 3rd graders in Cohort 2 to apply fast mapping in learning to spell pseudowords. Results showed that individual differences in Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression are stable developmentally, but each functional language system is only moderately correlated with the others. Likewise, manuscript writing, cursive writing, and keyboarding are only moderately correlated, and each has a different set of unique neuropsychological predictors depending on outcome measure and grade level. Results support the use of the following neuropsychological measures in assessing handwriting modes: orthographic coding, rapid automatic naming, finger succession (grapho-motor planning for sequential finger movements), inhibition, inhibition/switching, and phonemes skills (which may facilitate transfer of abstract letter identities across letter formats and modes of production). Both 1st and 3rd graders showed evidence of fast mapping of novel spoken word forms onto written word forms over 3 brief sessions (2 of which involved teaching) embedded in the assessment battery; and this fast mapping explained unique variance in their spelling achievement over and beyond their orthographic and phonological coding abilities and correlated significantly with current and next-year spelling achievement.