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1.
Because the spelling of many words in the English language (and in many other languages as well) depends on their morphemic structure, children have to have some knowledge about morphemes in order to learn to read and write. This raises the possibility that children gain much of their explicit knowledge about morphemes as a direct result of learning to read and to spell. We report two large-scale longitudinal studies that support the idea of this kind of causal connection. In the first study children’s success in spelling the inflexion at the end of regular past verbs predicted their performance in two morphological awareness tasks a year later. In the second study the children’s consistency in spelling morphemes predicted their ability to define new words on the basis of their morphemic structure. We conclude that the experience of learning to read and write does affect people’s knowledge of morphemes, and we argue that the causal relationship between morphemic knowledge and reading and writing is probably a two-way one. 相似文献
2.
Morphological awareness and learning to read Chinese 总被引：1，自引：0，他引：1
This study investigated the nature of morphological awareness and its relation to learning to read Chinese characters among
46 Chinese-speaking preschool children. The children took a morphological awareness task, which varied in semantic transparency
and morpheme position. Children’s vocabulary knowledge and extant character reading ability were measured. Additionally, a
character learning task was administered. Results showed that children’s performances on morphological awareness were affected
by semantic transparency but not by morpheme position. Morphological awareness was related to vocabulary knowledge when partialling
out character reading ability but not to character reading ability after partialling out vocabulary knowledge. The results
of the character learning task further revealed that morphological awareness was related to character identification in the
words that were just taught but not to character identification in the words that were not taught or in pseudowords. The relation
between morphological awareness and character identification ceased to be significant when partialling out the variance in
children’s prior knowledge of the characters to be learnt. Taken together, the findings suggested that vocabulary knowledge
may play a more important role than reading ability in the initial development of morphological awareness and that the facilitative
effect of morphological knowledge in reading does not seem to be significant in the very initial stages of reading acquisition. 相似文献
3.
An important element of learning to read and write at school is the ability to define word boundaries. Defining word boundaries
in text writing is not a straightforward task even for children who have mastered graphophonemic correspondences. In children’s
writing, unconventional word segmentation has been observed across a range of languages and contexts with more occurrences
of hyposegmentation (failure to separate two or more written words with a space) than hypersegmentation (written words are
split into more than one segment). However, it is still unclear how frequent these errors are and the relationships of these
written error patterns to the child’s development in oral language, spelling and reading remains relatively unexplored. To
address these issues, unconventional written lexical segmentations in Brazilian Portuguese children’s text production during
their first years at primary school (Year 1 to Year 3) were examined in relation to different cognitive and linguistic measures
and patterns of spelling errors. Results reveal that in Portuguese the establishment of word boundaries in written text is
not explained by visuospatial skills or limitations in processing resources (working memory). In contrast higher occurrences
of hyposegmentation patterns were associated with lower levels of reading, vocabulary, verbal ability and morphological awareness
whereas hypersegmentations were rarer and related to lower levels of reading and morphological awareness and typically only
occurred in the initial stages of learning to write (Year 1). Occurrences of hyposegmentations as well as hypersegmentations
were also related to spelling errors which reflected children’s poor phonological skills. 相似文献
4.
Margarida Alves Martins Cristina Silva 《European Journal of Psychology of Education - EJPE》2001,16(4):605-617
Following several studies on the relationship between phonological awareness, children’s knowledge of letter names and their understanding of the alphabetic code, we pose the hypothesis that children’s knowledge of letter names may contribute to their analysis of the oral segments of words, thereby enabling them to produce writing in which some of the sounds are represented by appropriate letters. The participants were 80-syllabic 5-year-old kindergarten children, who were assigned to 2 experimental and 2 control groups and submitted to phonological and letter knowledge tests. We asked the children in the experimental groups to write a set of words in which either the initial sound (Exp. G. 1) or the middle sound (Exp. G. 2) coincided with the name of a letter known by the child; the children in the control groups were asked to write a set of control words. The results show that the introduction of facilitating words prompts syllabic children to produce writing in which some of the sounds are represented by appropriate letters; Exp. G. 1 gave better results than Exp. G. 2. Finally, there is a positive relationship between the results achieved by children in phonological and letter name tests and the number of sounds they write phonetically. 相似文献
5.
Children’s skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading
vocabulary. This recoding skill is usually assessed by children’s reading of pseudowords (e.g., yeep) that represent “new words.” This study re-examined the extent to which pseudoword reading is, itself, influenced by orthographic
rimes (e.g., eep) of words of the child’s reading vocabulary, during the development of reading skill. In Study 1, children with word reading
levels of 6–10 years read matched pseudowords that do and do not share an orthographic rime with words of their reading vocabularies.
Study 2 was conducted to further examine such a comparison for children of the 6- to 8-year word reading levels. There was
a small and constant advantage of shared lexical orthographic rimes for children with reading levels 6–8 years but from 8
to 10 years that advantage increased significantly, as expected by Ehri’s phase account of word reading development. The pseudoword
reading of children learning to read English involves use of lexical orthographic components as well as context-free recoding
of graphemes to phonemes. This implies a qualification to the common interpretation of pseudoword reading as a measure of
context-free grapheme–phoneme recoding. Such a measure should use selected pseudowords that do not share orthographic rime
units or other multigrapheme components with words of the children’s reading vocabularies. 相似文献
6.
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
7.
Joanne F. Carlisle 《Annals of dyslexia》1987,37(1):90-108
Currently popular systems for classification of spelling words or errors emphasize the learning of phoneme-grapheme correspondences
and memorization of irregular words, but do not take into account the morphophonemic nature of the English language. This
study is based on the premise that knowledge of the morphological rules of derivational morphology is acquired developmentally
and is related to the spelling abilities of both normal and learning-disabled (LD) students. It addresses three issues: 1)
how the learning of derivational morphology and the spelling of derived words by LD students compares to that of normal students;
2) whether LD students learn derived forms rulefully; and 3) the extent to which LD and normal students use knowledge of relationships
between base and derived forms to spell derived words (e.g. “magic” and “magician”). The results showed that LD ninth graders’
knowledge of derivational morphology was equivalent to that of normal sixth graders, following similar patterns of mastery
of orthographic and phonological rules, but that their spelling of derived forms was equivalent to that of the fourth graders.
Thus, they know more about derivational morphology than they use in spelling. In addition, they were significantly more apt
to spell derived words as whole words, without regard for morphemic structure, than even the fourth graders. Nonetheless,
most of the LD spelling errors were phonetically acceptable, suggesting that their misspellings cannot be attributed primarily
to poor knowledge of phoneme-grapheme correspondences.
I am indebted to Laurel Fais and students in the Language Training program at the Forman School in Litchfield, Connecticut,
for their participation in this study.
The first phase of this research project was sponsored by NICHD grant HD-01994 to Haskins Laboratories and by a Dissertation
Fellowship from the University of Connecticut. The final stages of work on this project were completed while I was at American
International College. 相似文献
8.
Erin E. Turner Corey Drake Amy Roth McDuffie Julia Aguirre Tonya Gau Bartell Mary Q. Foote 《Journal of Mathematics Teacher Education》2012,15(1):67-82
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical
aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and
practices that support building on children’s mathematical thinking, as well as their cultural, linguistic, and community-based
knowledge. This article presents a conjectured learning trajectory for prospective teachers’ (PSTs’) development related to
integrating children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including
children’s mathematical thinking, and children’s cultural, home, and community-based knowledge), in mathematics instruction.
Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources
included beginning and end-of-semester surveys, interviews, and PSTs’ written work. Our conjectured learning trajectory can
serve as a tool for mathematics teacher educators and researchers as they focus on PSTs’ development of equitable mathematics
instruction. 相似文献
9.
Becoming literate in Chinese: a comparison of native‐speaking and non‐native‐speaking children 
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下载免费PDF全文 Ying Wang Catherine McBride Yanling Zhou R. Malatesha Joshi Jo Ann M. Farver 《Journal of Research in Reading》2018,41(3):511-524
How do native Chinese‐speaking (CS) and non‐Chinese‐speaking (NCS) children learn to read and write in Chinese? In the present study, 29 CS and 34 NCS second and third graders aged 76 to 122 months (M = 93.65) participated in an experiment where they were taught 16 new Chinese characters in one of four conditions – copy, radical, phonological and look–say. Results showed that the copying condition best facilitated writing of Chinese characters for both groups, whereas radical knowledge facilitated only CS children's writing. NCS children benefited more from the phonological condition than from the look–say condition in learning to read Chinese. These results highlight the effectiveness of copying practice for all children learning to write Chinese. However, approaches to reading and writing Chinese may differ somewhat depending on the Chinese background knowledge of the children as well. Teaching children Chinese should be geared towards the strengths of different groups for learning. 相似文献
10.
We investigated the effects of enhancing orthographic knowledge on the spelling of Chinese characters and words in 131 eight-year-old
Chinese children at risk for dyslexia. The traditional approach (37 children) emphasizing memory and repeated writing was
the control condition. The analytic and synthetic approach (ASA, 33 children) stressed insight into character structure. The
integrated analytic and synthetic approach added to ASA self-correction and metacognitive activities (INA, 61 children). The
children were first asked to write down as many words as possible associated with pictures of home, school, and community;
the correctly written words formed the baseline information. The children were then instructed by their classroom teachers
in six especially designed short texts and assessed in eight measurable bujian or radical tasks subserving three constructs: morpheme completion, bujian analysis and synthesis and bujian compounding.
Multivariate analyses of variance showed that the children in the INA condition outperformed those in the other conditions
in three of the measurable bujian tasks. A confirmatory factor analysis verified the stability of the eight tasks and their
clustering into three constructs. From these results, we tentatively propose a “bujian sensitivity hypothesis” as a means
of helping young Chinese children at risk for spelling disorders. 相似文献
11.
This study examined the word-structure knowledge of novice teachers and the progress of children tutored by a subgroup of
the teachers. Teachers’ word-structure knowledge was assessed using three tasks: graphophonemic segmentation, classification
of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Tutored children were
assessed on several measures of basic reading and spelling skills. Novice teachers who received word-structure instruction
outperformed a comparison group of teachers in word-structure knowledge at post-test. Tutored children improved significantly
from pre-test to post-test on all assessments. Teachers’ post-test knowledge on the graphophonemic segmentation and irregular
words tasks correlated significantly with tutored children’s progress in decoding phonetically regular words; error analyses
indicated links between teachers’ patterns of word-structure knowledge and children’s patterns of decoding progress. The study
suggests that word-structure knowledge is important to effective teaching of word decoding and underscores the need to include
this information in teacher preparation. 相似文献
12.
Positive approaches to learning are considered essential for young children’s school readiness and early school success. Researchers
have reported that positive learning approaches, such as attentiveness and goal orientation, are associated with higher levels
of early school achievement in math and reading. The present study extends this research by examining children’s learning
approaches in the context of classroom activities from a range of curricular areas. Ninety-two children from pre-kindergarten
and kindergarten classrooms took part in the study. Four approaches to learning were rated during children’s participation
in seven classroom learning activities. Results showed that positive learning approaches were a significant contributor to
children’s performance, but they were not equally effective in all activities. The effectiveness of a learning approach depends,
in part, on the characteristics of the activity in which the child is engaged. We discuss the implications of these results
for understanding the study of learning approaches, and for classroom practices designed to promote their development. 相似文献
13.
14.
The question posed in the current study is whether software alone is a sufficient tool for supporting young children’s emergent
writing. We researched the effect of reading an electronic book (e-book) on kindergarten children’s emergent word writing
with and without adult support. Ninety-six 5 to 6 years old children from low socioeconomic status (SES) families were randomly
assigned to one of three groups (32 children each): (1) independently reading the e-book; (2) reading the e-book with adult
support; (3) receiving the regular kindergarten program (control). Each intervention group received four e-book reading sessions.
The children’s emergent literacy was assessed before and after the intervention and included letter-name recognition, phonological
awareness and emergent word writing. Reading the e-book with adult assistance supported the children’s phonological awareness
and emergent word writing more significantly than reading the e-book without support and more than the control group. Reading
the e-book without adult support did not differ from the control group. Furthermore, the children’s initial emergent literacy
level and reading the ebook with adult assistance contributed the most to the children’s emergent word writing. Educational
implications are discussed. 相似文献
15.
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
16.
Liv Gjems 《Early Childhood Education Journal》2010,38(4):271-278
As a genre of talk, narratives represent important building blocks in children’s learning in many fields. The purpose of the
study presented in this article is to examine how teachers can encourage children’s learning about people’s beliefs through
narrating. Narratives play an important part in children’s learning to understand other people and how they will act according
to what they believe, think or know. This study is based on video observations of six children, 3 and 4 years old, and their
spontaneous personal narratives told to teachers over a period of 8 months. The narrative analysis revealed that in most of
the narratives the teachers were passive listeners or were concerned about the structure of events. The teachers seldom asked
questions about the children’s mental state or disagreed with the child in ways that revealed their different beliefs. Suggestions
about implications of this study are that early childhood teacher education should focus on talking with children about what
they may think or believe concerning narrated events, and also reveal what they think and believe themselves. 相似文献
17.
Rose M. Pringle 《Journal of Science Teacher Education》2006,17(3):291-307
Investigation involving children’s understandings of scientific concepts have been a dominant area of research in science
education over the last 2 1/2 decades. One fruitful outcome of these studies is to alert teachers to difficulties in learning
science. Although this information is commendable in highlighting their existence, not much is presented on how to deal with
the alternative conceptions. It is generally believed that teachers tend to teach the way they were taught, and breaking this
cycle requires different emphasis on pedagogy in teacher education. The focus of this article is on preservice teachers’ experiences
in a science education course as they explore the importance of children’s alternative conceptions and in using such knowledge
to make decisions about teaching. 相似文献
18.
Atom Surprise: Using Theatre in Primary Science Education 总被引：1，自引：1，他引：0
Early exposure to science may have a lifelong effect on children’s attitudes towards science and their motivation to learn
science in later life. Out-of-class environments can play a significant role in creating favourable attitudes, while contributing
to conceptual learning. Educational science theatre is one form of an out-of-class environment, which has received little
research attention. This study aims to describe affective and cognitive learning outcomes of watching such a play and to point
to connections between theatrical elements and specific outcomes. “Atom Surprise” is a play portraying several concepts on
the topic of matter. A mixed methods approach was adopted to investigate the knowledge and attitudes of children (grades 1–6)
from two different school settings who watched the play. Data were gathered using questionnaires and in-depth interviews.
Analysis suggested that in both schools children’s knowledge on the topic of matter increased after the play with younger
children gaining more conceptual knowledge than their older peers. In the public school girls showed greater gains in conceptual
knowledge than boys. No significant changes in students’ general attitudes towards science were found, however, students demonstrated
positive changes towards science learning. Theatrical elements that seemed to be important in children’s recollection of the
play were the narrative, props and stage effects, and characters. In the children’s memory, science was intertwined with the
theatrical elements. Nonetheless, children could distinguish well between scientific facts and the fictive narrative. 相似文献
19.
The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers 总被引：1，自引：0，他引：1
The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all. 相似文献
20.
Kristen D. Ritchey 《Reading and writing》2008,21(1-2):27-47
This study examined the development of beginning writing skills in kindergarten and the relationship between early writing
skills and early reading skills. Sixty children were assessed on beginning writing skills (including letter writing, individual
sound spelling, and real and nonsense word spelling) and beginning reading skills (including letter name and letter sound
knowledge, global early reading ability, phonological awareness, and word reading). Children’s beginning writing abilities
are described, and they exhibited a range of proficiency in their ability to write letters, spell sounds, and spell real and
nonsense words. Global early reading proficiency, phonological awareness, and/or letter sound fluency predicted letter writing,
sound spelling, and spelling of real and nonsense words.
Appreciation is expressed to the participating students and teachers at Dwight D. Eisenhower School and to Margaret Boudreau
and Joan Foley for assistance in scoring students’ responses. 相似文献