SYLLABLES, PHONOLOGICAL AWARENESS, AND SPELLING

我们试图进一步了解英语语音和方式， 哪种语音结构影响儿童学习印刷体语言 英语 音系学的两个具体方面进行了检查-结构 音节和双音节词的音节划分。 关于音节结构，最近的行为和语言 有证据表明，音节不仅仅是一个单独的行字符串， 声音或音素。 相反，音素可能有一个层次的内部 组织，被组合成一个起始音（首辅音或音簇） 和一个韵（元音加任何随后的辅音）。 关于 不同的语言学理论为音节划分提供了不同的规则， 把词分成音节。 有些人认为一个音素可能属于 同时为两个音节，或为双音节。 拟议研究 使用几种技术来收集有关音节及其 结构，包括猪拉丁型文字游戏和错误的短期和 长期记忆任务。 基于对音系结构的研究， 研究儿童对语音单位的意识。 据推测 孩子们开始意识到音节可以分为起始音节和 在他们能够分析开始和rimes到他们的 成分音素 为了验证这一假设，语音实验 对4-7岁儿童进行宣传。 进一步假设 许多儿童早期的拼写错误在观察时是有意义的。 根据音节的音系学理论 为了验证这个假设， 计算机辅助分析了大量一年级学生的 进行拼写。

We seek to further our understanding of English phonology and of the way in which phonological structure affects children's learning of printed English. Two specific aspects of phonology are examined -- the structure of the syllable and the division of two-syllable words into syllables. With regard to syllable structure, recent behavioral and linguistic evidence suggests that the syllable is not just a line string of individual sounds or phonomes. Rather, the phonemes may have a hierarchial internal organization, being grouped into an onset (initial consonant or cluster) and a rime (vowel plus any following consonants). With regard to syllabication, different linguistic theories offer different rules for the division of words into syllables. Some suggest that a phoneme may belong simultaneously to two syllables, or be ambisyllabic. The proposed research uses several techniques to gather information about syllables and their structure, including Pig Latin-type word games and error in short-term and long-term memory tasks. Based on the finding about phonological structure, the proposed research studies children's awareness of phonological units. It is hypothesized that children become aware that syllables can be divided into onset and rime units before they are able to analyze onsets and rimes onto their component phonemes. To test this hypothesis, experiments on phonological awareness of children aged 4-7 are carried out. It is further hypothesized that many of children's early spelling errors make sense when viewed in light of phonological theories about syllables. To test this hypothesis, computer-assisted analyses of a large collection of first graders' spellings are carried out.