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1.
Vowels in Spanish have direct one-to-one letter-sound correspondences, whereas vowels in English usually have multiple spellings. For native Spanish-speaking children learning to spell in English, this transition from a shallow to a deep orthography could potentially cause difficulties. We examined whether the spelling of English vowel sounds was particularly difficult for native Spanish-speaking children, and whether the errors are consistent with Spanish orthographic rules. Twenty-six native Spanish-speaking and 53 native English-speaking children in grades 2 and 3 were given real-word and pseudoword spelling tasks in English that included words containing four vowels that have different spellings between Spanish and English. Results supported our hypothesis—native Spanish-speaking children committed significantly more vowel spelling errors that were consistent with Spanish orthography. The number of vowel spelling errors not consistent with Spanish orthography did not differ between the two language groups. These findings suggest that orthographic properties of the children’s native language influence their learning to spell in a second language. Educational implications address how knowledge of this cross language influence can aide teachers in improving spelling instruction. 相似文献
2.
The aim of this study was to collect data concerning the sensitivity of 2nd–6th grade Spanish-speaking children towards orthographic regularities. In a first experiment, children were asked to spell words that begin with /b/, a sound that is inconsistently spelled b or v, depending on the lexeme. Low frequency words were used to reduce the use of lexical information in spelling. In Spanish, the frequency of graphemes b and v depends on the following vowel; for example, in initial position, the bigram vi is more frequent than bi while vu is less frequent than bu. Evidence concerning the use of sublexical regularities in English and French—opaque orthographic systems—is already available. The question was whether such knowledge also applies in a more transparent system like Spanish, in which a phonologically based strategy is quite efficient. The main finding was that participants’ spelling strongly depended on the relative frequency of bigrams. This was already evident in second graders’ spelling and increased with schooling. In Experiment 2 these results were confirmed using pseudo-words. The results exclude a functional view of spelling, which supposes that orthographic resources are not used to spell in consistent orthographic systems, since phonologically based mechanisms are sufficient to override any others. 相似文献
3.
4.
The main objective of the present study was to examine the contribution of phonological and orthographic skills to Persian
reading and spelling. The Persian language is of interest because it has very consistent grapheme-to-phoneme correspondences,
but somewhat inconsistent phoneme-to-grapheme correspondences. Reading, spelling, phonological, and orthographic skills were
tested in a sample of 109 monolingual Persian students (mean age = 8;1, SD = 4 mo) attending Grade 2 in Iran. The results
showed that although monolingual Persian children relied both on phonological and orthographic skills, phonological skills
were a strong predictor for both reading and spelling. Another objective of the study was to compare children’s spelling performance
in terms of phoneme-to-grapheme (PG) consistencies. As expected, children spelled PG-consistent words more accurately than
PG-inconsistent words. Moreover, they relied more on orthographic skills for spelling PG-inconsistent words than for spelling
PG-consistent words. The results are discussed in terms of the differential effect of orthographic consistency on reading
and spelling. 相似文献
5.
Paz Suárez-Coalla Sara Ramos Marta Álvarez-Cañizo Fernando Cuetos 《Annals of dyslexia》2014,64(2):166-181
Reading fluency is one of the basic processes of learning to read. Children begin to develop fluency when they are able to form orthographic representations of words, which provide direct, smooth, and fast reading. Dyslexic children of transparent orthographic systems are mainly characterized by poor reading fluency (Cuetos & Suárez-Coalla 2009; Spinelli, De Luca, Di Filippo, Mancini, Martelli, & Zoccolotti, 2005; Wimmer, 1993). Therefore, the main problem for these children could be the difficulty in developing orthographic representations of the words they read. The aim of this study was to test the ability of dyslexic Spanish-speaking children (whose native language is Spanish) to develop orthographic representations and determine if the context helps them. For this, two experiments were conducted with a group of 100 children, 7–12 years of age. The groups were comprised of 20 dyslexics, 40 chronological age-matched controls and 40 reading level-matched controls. In the first experiment, eight unfamiliar words (four short and four long) were presented six times within the context of a story. In the second experiment, eight pseudowords were presented on a computer and the children had to read them aloud. In both experiments, the reading and articulation times of experimental and control stimuli were compared, before and after the training. Children without dyslexia showed a decrease of the influence of length of word on reading speed, indicating a lexical reading, while for dyslexic children, the influence of length remained unchanged. These results appeared when the stimuli were presented in the context of a story as well as when presented in isolation. In short, our results describe that dyslexic children of transparent orthographic systems have problems in developing orthographic representations of words. 相似文献
6.
Spelling pronunciations are hypothesized to be helpful in building up relatively stable phonologically underpinned orthographic
representations, particularly for learning words with irregular phoneme-grapheme correspondences. In a four-week computer-based
training, the efficacy of spelling pronunciations and previewing the spelling patterns on learning to spell loan words in
Dutch, originating from French and English, was examined in skilled and less skilled spellers with varying ages. Reading skills
were taken into account. Overall, compared to normal pronunciation, spelling pronunciation facilitated the learning of the
correct spelling of irregular words, but it appeared to be no more effective than previewing. Differences between training
conditions appeared to fade with older spellers. Less skilled young spellers seemed to profit more from visual examination
of the word as compared to practice with spelling pronunciations. The findings appear to indicate that spelling pronunciation
and allowing a preview can both be effective ways to learn correct spellings of orthographically unpredictable words, irrespective
of age or spelling ability. 相似文献
7.
Saskia Kohnen Lyndsey Nickels Ruth Brunsdon Max Coltheart 《Journal of Research in Reading》2008,31(1):157-177
This paper presents a treatment study with a developmental dysgraphic girl, KM, and addresses the mechanisms by which orthographic learning of spelling rules might occur. Before treatment, KM's spelling of words and nonwords was impaired. Analyses of spelling errors indicated poor knowledge of sound‐to‐letter correspondences. Treatment focused on two spelling rules and was successful: spelling improved for both regular words and nonwords. Untrained words that included the training rules also improved, but later than nonwords and trained words. This delayed generalisation was explained through feedback mechanisms between orthographic lexicon and graphemic buffer. 相似文献
8.
It has been suggested that linguistic proximity affects the ease of acquisition between typologically similar languages, due to the fact that the languages have shared phonological and orthographic properties (Koda, 2008). Thus, a native Hebrew speaker learning Arabic as a foreign language (AFL) would be expected to easily develop linguistic proficiency. This study examined the developmental trajectory for spelling in AFL among native Hebrew speaking adolescents, with specific attention to the development of accurate representations for four novel phonemes and their graphic symbols ( ). The sample included eighth (N = 119), ninth (N = 125), and tenth graders (N = 91). We were further interested in examining the contribution of orthographic as opposed to phonological knowledge to spelling in AFL. Five experimental tasks were created for the study: real word recognition, orthographic sensitivity, auditory discrimination, and dictation of real and pseudowords. Findings for the eighth grade replicated earlier findings for real word spelling (Fragman & Russak, 2010) showing 20 % accuracy scores. While spelling accuracy improved by tenth grade, scores remained extremely low (25 %). Lexical representations for the four novel phonemes tested were also generally low, with different levels of accuracy for each phoneme. It is possible that the difficulties were the result of interference from shared linguistic elements. Finally, it was found that both orthographic as well as phonological knowledge contribute to real and pseudoword spelling. Implications of these findings are discussed in relation to language teaching policy and pedagogy. 相似文献
9.
The study examined children and adolescents’ ability to improve root spelling in Hebrew words by paying attention to phonological, semantic and orthographic properties of priming roots. One hundred and fifty 8, 9, 10, 11 and 15-year olds were administered two spelling tests in Hebrew. The same 40 target words were used in both tests, each word containing a root with at least one homophonous letter. Target words were matched one-to-one with 40 priming words containing the same root. The pool of prime-target word pairs was classified into two major groups:Words containing genuine root primes, and words containing false root primes. In the first test, participants had to spell the 40 target words. In the second test they had to spell the same words, each primed by its written genuine or false match. Results showed that unprimed spelling improved with age. Priming – both genuine and false – improved spelling performance significantly, especially in younger grades, but genuine priming was more effective. Spellers were able to overcome phonological opacity in root primes and to take root semantics into account. This finding testifies to the robustness of the root as a unified morphological entity in Hebrew and to children’s ability to make use of their knowledge of lexical and morphological organization in learning to spell.We thank Dominiek Sandra, Harald Baayen and an anonymous reviewer for their important and constructive comments on an earlier version of this paper. 相似文献
10.
Ken Spencer 《Literacy》1999,33(2):72-77
There is an increasing number of studies which demonstrate that readers in more transparent orthographies than English, such as Italian, Spanish, Turkish, Greek and German have little difficulty in decoding written words, while English children have many more problems. Increasingly, lack of orthographic transparency in English is seen as having a powerful negative effect on the development of reading skills in English-speaking children. There is evidence that English-speaking children who fail to acquire reading skills may fall into two distinct categories: those who would succeed in languages, other than English, that have greater orthographic consistency; and, those who would still have problems even with perfect orthographic transparency. The first, larger, group are let down by the interaction of poor teaching methods and an incomprehensible system of orthography. At Hull University’s Institute for Learning, word factors associated with poor spelling and reading have been identified. We have found three factors which account for the relative ease with which pupils can spell words: frequency of the word in the English language, length of the word, and the presence of “tricky” letters or letter combinations. Data is presented illustrating our predictive model of spelling which enables word difficulty to be calculated from the characteristics of English words. The implications the model has for teaching and learning English is elaborated, with particular reference to the most common 150 words in the English language. 相似文献
11.
Because trucks aren’t bicycles: orthographic complexity as an important variable in reading research
Severe enduring reading- and writing-accuracy difficulties seem a phenomenon largely restricted to nations using complex orthographies, notably Anglophone nations, given English’s highly complex orthography (Geva and Siegel, Read Writ 12:1–30, 2000; Landerl et al., Cognition 63:315–334, 1997; Share, Psychol Bull 134(4):584–615, 2008; Torgesen and Davis, J Exp Child Psychol 63:1–21, 1996; Vellutino, J Learn Disabil 33(3):223, 2000). They seem rare in transparent orthography nations such as Finland, which use highly regular spelling and few spelling rules beyond letter sounds, and most children read and write with impressive accuracy by the end of Year 1 (Holopainen et al., J Learn Disabil 34(5):401–413, 2001; Seymour et al., Br J Psychol 94:143–174, 2003; Spencer and Hanley, Br J Psychol 94(1):1–29, 2003; J Res Read 27(1):1–14, 2004). Orthographic complexity has strong and diverse impacts on reading, writing and academic development (Aro, Learning to read: The effect of orthography, 2004; Galletly and Knight, Aust J Learn Disabil 9(4):4–11, 2004; Aust Educ Res 38(3):329–354, 2011). Despite these strong effects, orthographic complexity is rarely included as a variable in reading research studies considering evidence from both Anglophone (complex orthography) and transparent-orthography readers, or included in discussion of factors influencing results. This paper discusses the differences in reading-accuracy development and difficulties evidenced in studies of Anglophone (complex-orthography) and transparent-orthography readers. It then explores instances of orthographic complexity not being considered in studies where it may have impacted results. This disregarding of orthographic complexity as a variable in research studies appears an oversight, one likely to be contributing to continuing confusion on many aspects of reading and writing development in both healthy- and low-progress readers. Needs for research in these areas are discussed. 相似文献
12.
Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive
is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed
to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and orthographic processing
skills in Spanish (L1) in 89 Spanish-English bilingual children in grades 2 and 3. Comparable measures in English and Spanish
tapping phonological and orthographic processing were administered to the bilingual children. We found that cross-language
phonological and orthographic transfer occurs from Spanish to English. Specifically, the Spanish phoneme deletion task contributed
a significant amount of unique variance to English word reading and spelling, for both real words and pseudowords. The Spanish
homophone choice task predicted English reading, but not spelling. Taken together, these results suggest that there are shared
phonological and orthographic processes in bilingual reading; however, orthographic patterns may be language specific, thereby
not likely to transfer to spelling performance. 相似文献
13.
ABSTRACTVariations in the accuracy and stability of a word’s spelling can be used to gauge the quality of its underlying orthographic representation. The Lexical Quality Hypothesis (LQH) contends that words with higher quality cognitive representations should be accessed more efficiently than those with lower quality representations. If this is the case, deviations in spelling accuracy and stability should be reflected in differences in reading times. Here, 90 teenage participants read 30 words; reading times were recorded. After a 2-week delay, the students spelled these same words 3 times each to gain a measure of orthographic quality. In line with the LQH, faster reading speeds were observed for words with higher spelling accuracy and stability, even for words that were not always spelled perfectly. To our knowledge, our findings provide the first empirical support for the notion that orthographic quality exists along a continuum, both within and across individuals. 相似文献
14.
The objective of the present study was to examine the contribution of lexical and nonlexical processes to skilled reading
and spelling in Persian. Persian is a mixed orthography that allows one to study within one language characteristics typically
found in shallow orthographies as well as those found in deeper orthographies. 61 senior high-school students (mean age = 17;
8, SD = 4 months) attending schools in Iran were tested on reading and spelling of words and nonwords. The word stimuli differed
in terms of reading transparency (transparent when all phonemes have corresponding letters vs. opaque when short vowels were
not marked with a letter) and spelling polygraphy (nonpolygraphic phonemes vs. polygraphic phonemes). The nonwords were transparent
and nonpolygraphic. The reading results showed that both transparent and opaque words were read faster than nonwords, and
that transparent words were read faster than opaque words. Moreover, both transparent and opaque words were affected by word
frequency. These findings suggest that skilled readers of Persian relied on lexical processes to read words. In contrast,
the spelling results failed to show a word-advantage effect suggesting that skilled spellers of Persian rely on nonlexical
processes to spell words. Moreover, orthographic complexity also affected spelling. Specifically, nonpolygraphic words were
spelled faster than polygraphic words for both transparent and opaque words. Taken together, the findings showed that skilled
reading and spelling in Persian rely on different underlying processes. 相似文献
15.
We investigated the initial development of reading and spelling in European Portuguese. First-graders, tested in February
and June, had to read and spell words and pseudowords. In February there were regularity and graphemic complexity effects,
indicating that these children relied on grapheme–phoneme conversion. The lexicality effect found in spelling, in June, suggest
that by the end of first grade these children had begun to construct an orthographic lexicon. However, lexical addressing
is not inconsistent with phonological mediation as regularization errors increased between the sessions. Additionally, the
previously reported similarity in global performance of Portuguese and French beginning readers may conceal processing differences
that are related to specific characteristics of the corresponding orthographic codes.
相似文献
| Sandra FernandesEmail: |
16.
Lap‐yan Lo Pui‐sze Yeung Connie Suk‐Han Ho David Wai‐ock Chan Kevin Chung 《Journal of Research in Reading》2016,39(4):367-388
The present study examined the types of orthographic knowledge that are important in learning to read and spell Chinese words in a 2‐year longitudinal study following 289 Hong Kong Chinese children from Grade 1 to Grade 2. Multiple regression results showed that radical knowledge significantly predicted children's word reading and spelling performance across the years. Stroke knowledge contributed both concurrently (Grade 1) and longitudinally (Grade 2) to children's spelling performance after controlling for rapid naming, phonological awareness, morphological awareness and radical knowledge. These findings support the significance of radical knowledge in Chinese reading and spelling and the specific role of stroke order knowledge in Chinese spelling. The findings have implications for the design of an effective curriculum for teaching children to spell Chinese characters. 相似文献
17.
This study investigated how Spanish orthographic code complexities influence learning to spell. Word and pseudoword dictation tests were carried out by 208 first- to fourth-grade students. Items included the following orthographic code complexities: digraph, contextual effect, position effect, letter H, inconsistency, and stress mark. The results revealed effect of grade and type of complexity on spelling performance. The type of complexity also interacted with grade and lexical value of the type of items (word vs. pseudoword). It seems that children acquire spelling skills early in terms of phoneme–grapheme correspondence rules, but lexical knowledge develops more slowly. The importance of lexical knowledge is highlighted, as well as the need of prosodic knowledge for the stress mark. 相似文献
18.
This article explores the styles of word reading and word spelling used by beginning readers in the French language. The aim of the study was to find out whether sub-lexical and lexical styles of reliance, which has been observed in children learning to read and spell in English, exists in French, a language with a more transparent orthography. A sample of 159 subjects were assessed on their reading and spelling of regular words, irregular words and nonwords. Cluster analyses on reading/spelling performances led us to identify various profiles, among which sub-lexical and lexical styles could be discerned. These profiles were then compared across a set of linguistic tasks in order to look for factors that might be related to individual differences in reading/spelling styles. Overall, our findings suggest that quantitative level differences explain most individual variation in literacy. These results are discussed in relation to developmental models of reading and spelling in different orthographic systems. 相似文献
19.
Virginia W. Berninger Yen-Ling Lee Robert D. Abbott Zvia Breznitz 《Annals of dyslexia》2013,63(1):1-24
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n?=?12) or B (n?=?12) in an after-school reading-writers’ workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme–phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading–writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with “working memory in mind” to phonics helps students with dyslexia spell and read English words. 相似文献
20.
Kenn Apel 《Scientific Studies of Reading》2013,17(5):440-463
Kindergarteners (M age = 6;2) were exposed to novel spoken nonwords and their written forms within a storybook reading context. Following each of 12 stories, the children were required to spell and identify 12 novel written nonwords and then verbally produce and comprehend the spoken version of those words. Results indicated the children acquired initial specific phonological and orthographic representations. Spoken and written word learning skills were strongly associated and both were influenced by the words' linguistic regularities. Spoken word learning ability explained 62% of the variance on a spelling measure, whereas written word learning ability predicted 42% of the variance on a reading measure. The results provide evidence that beginning readers employ simultaneously a mutually shared learning mechanism that is sensitive to statistical regularities of words when engaged in the process of learning new spoken words and their written forms. 相似文献