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

项目总结/摘要 阅读和拼写教学通常侧重于单音节单词， 有时遇到较长的单词时会有困难。这些困难是可以 在有阅读障碍的儿童中尤为严重。以前的研究主要集中在拼写上- 语音关系和单音节英语单词的阅读和拼写过程。 关于儿童如何处理较长的单词以及如何教他们这样做，我们所知甚少。 为了填补长词知识的差距，本项目研究双音节词 单词-英语中最常见的较长单词类型。我们关注三个问题： 单词的音节是重读的，无论重读的第一个音节是短元音还是长元音， 中间辅音是单字母还是双字母拼写。 一组研究考察了可能有助于读者的语言线索， 拼写者决定重音、元音长度和辅音加倍。为此，我们检查 出现在双音节词的综合列表中的拼写-声音关系 从幼儿园到大学的每一级都有阅读材料。我们希望能找到一个 一些概率模式，结合在一起，有助于预测重音，元音长度， 和辅音加倍。我们要问的是，这些模式是否会在不同年级之间发生变化 因为孩子们越来越多地接触到源自拉丁语和希腊语的单词。 为了研究儿童目前是如何被教导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 我预计会发现，孩子们接受的关于较长单词的教学相对较少， 他们所接受的教导有时是不完整或误导的。 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。这些研究的目的是检查 学习者是否学会了语言中可用的模式，包括模式 而这些在自然发音和拼写教学中通常是不包括的。我们希望能发现 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进程。 该项目的结果将为改进阅读教学提供依据， 为儿童，包括识字学习困难的儿童提供拼写。这些发现 也应该是有用的，在设计教学的成年人谁是学习英语作为一个 第二语言。

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.