CHILDREN'S CONCEPTIONS OF SOUNDS READING AND SPELLING

这项拟议的研究研究了儿童对声音结构的知识 他们的语言，以及这些知识如何在他们的学习中得到反映 阅读和拼写。提高对知识和知识的理解 孩子们学习阅读和阅读时带来的期望 写作应该阐明他们面临的一些困难以及如何 这些困难可能会被克服。两个具体的研究方向是 建议。研究的第一条线是音节结构。这个 研究儿童将口语音节划分成的单位，作为一种 音节结构的语言学理论基础。同样被调查的还有 音节结构对儿童预读成绩的影响 任务、阅读和拼写。第二条研究路线是关于 一些孩子注意语音细节的可能性，而许多孩子 成年人是麻木不仁的。因此，儿童可能会产生非常规的但 语音上看似合理的拼写。既有实验性的，也有自然主义的 将使用方法。实验研究涉及来自中国的儿童 从幼儿园到五年级，以及大学生。涉及的任务 使用口语和书面语。此外，一个庞大的语料库第一 对年级学生的自发拼写进行了分析，以发现拼音 孩子们使用的关系。这项研究的结果 应该有助于我们理解孩子们遇到的一些困难 在学习如何阅读和拼写方面遇到了困难。

The proposed research studies children's knowledge of the sound structure of their language, and how this knowledge is reflected in their learning of reading and spelling. An improved understanding of the knowledge and expectations that children bring with them when they learn to read and write should shed light on some of the difficulties that they face and how these difficulties might be overcome. Two specific lines of research are proposed. The first line of research concerns syllable structure. The units into which children divide spoken syllables are studied, using as a basis linguistic theories of syllable structure. Also investigated are effects of syllable structure on children's performance in prereading tasks, reading, and spelling. The second line of research concerns the possibility that some children attend to phonetic details to which many adults are insensitive. Thus, children may produce unconventional but phonetically plausible spellings. Both experimental and naturalistic methods will be used. The experimental studies involve children from kindergarten to fifth grades, as well as college students. Tasks involving spoken and written words are used. In addition, a large corpus of first graders' spontaneous spellings is analyzed to discover the spelling-sound relationships that the children employ. The results of this research should help us to understand some of the difficulties that children encounter in learning how to read and spell.