CHILDREN'S CONCEPTIONS OF SOUNDS READING AND SPELLING

本研究拟对儿童的声音结构知识进行研究 他们的语言，以及这种知识如何反映在他们的学习， 阅读和拼写。 提高对知识的理解， 孩子们在学习阅读时所带来的期望， 写应该阐明他们所面临的一些困难，以及如何 这些困难是可以克服的。 两条具体的研究路线是 提出了 研究的第一条线涉及音节结构。 的 研究了儿童划分口语音节的单位，使用 音节结构的语言学基础理论。 还调查了 音节结构对儿童读前成绩的影响 任务、阅读和拼写。 研究的第二条线涉及 一些孩子可能会注意到语音细节， 成年人不敏感。 因此，孩子们可能会产生非传统的， 语音上合理的拼写 实验性和自然主义 方法将被使用。 实验研究涉及来自 幼儿园到五年级，以及大学生。 所涉及的任务 使用口头和书面文字。 此外，第一个大型语料库 通过对小学生自发拼读的分析，发现了拼读语音 孩子们使用的关系。 这项研究成果 应该能帮助我们理解孩子们 在学习如何阅读和拼写时遇到的困难。

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.