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1.
Studies have shown that children benefit from a spelling pronunciation strategy in remembering the spellings of words. The current study determined whether this strategy also helps adults learn to spell commonly misspelled words. Participants were native English speaking college students (N = 42), mean age 22.5 years (SD = 7.87). An experimental design with random assignment, pretests, training, and posttests assessed effects of the pronunciation strategy on memory for the spellings of 20 hard to spell words. Half of the participants were trained to read the words by assigning spelling pronunciations during learning (n = 21). The comparison group (n = 21) practiced reading the words normally without the strategy. Strategy trained adults recalled significantly more words, total letters, silent letters, and schwa vowel letters correctly than controls. Poor spellers benefited as much if not more from this strategy as good spellers. Results support orthographic mapping theories. Optimizing the match between spelling units and sound units, including graphemes and phonemes, syllables, and morphemes, to create spelling pronunciations when words are read enhances memory for spellings of the words. As a result, higher quality lexical representations are retained in memory. Results suggest the value of teaching college students this strategy to improve their ability to spell words correctly in their written work. 相似文献
2.
Orthographic facilitation refers to the boost in vocabulary learning that is provided when spellings are shown during study periods, but not during testing. The current study examined orthographic facilitation in beginning readers and whether directing their attention to print enhances the effect. In an experiment, first graders (N = 45) were randomly assigned to either an attention or no attention condition. They studied two sets of novel spoken words paired with pictures and spoken definitions, one set displaying spellings of the words beneath pictures, and one set with no spellings. Tests with no spellings present revealed that children learned pronunciations of words significantly better when spellings had been seen than not seen, and the benefit was still evident 2 weeks after training ended. Superior ability to spell the words by children who saw them showed that spellings were retained in memory to support learning. More advanced readers gained more benefit from spellings over no spellings in learning the words. However, drawing children’s attention to print did not boost memory for the words, suggesting that simple exposure was sufficient to activate grapheme-phoneme connections automatically and bond spellings to pronunciations of words in memory, even in beginning readers. Memory for the meanings of words was not improved by spelling exposure, possibly because children possessed no grapho-semantic mapping system comparable to the grapho-phonemic system to enhance the formation of connections between spellings and meanings in memory. 相似文献
3.
Bruce A. Murray Mary Jane McIlwain Chih‐hsuan Wang Geralyn Murray Stacie Finley 《Journal of Research in Reading》2019,42(1):123-136
Learning irregular words involves mental marking of irregular letters in the spelling, a process not fully understood. In a within‐subjects experiment, we manipulated the type of scaffolding given to beginning readers to evoke mental marking. We pretested to sort 103 kindergarten and first‐grade participants into sequential decoders, who decode letter by letter, and hierarchical decoders, who recognise vowel patterns. In the control phase, children read irregular words in sentence contexts with minimal scaffolding. In the experimental phase, participants read additional irregular words in sentence contexts by ‘operating on the word’ to mark irregular letters. Results indicated that the experimental condition induced better untimed word reading, but it did not improve spelling or reading in a flash presentation. Hierarchical decoders were significantly more successful than sequential decoders in untimed word reading, spelling and reading in the flash presentation. These results suggest that learning hierarchical decoding predisposes readers to learn irregular words. 相似文献
4.
The present study explored how children's prephonological writing foretells differential learning outcomes in primary school. The authors asked Portuguese-speaking preschool children in Brazil (mean age 4 year 3 months) to spell 12 words. Monte Carlo tests were used to identify the 31 children whose writing was not based on spellings or sounds of the target words. Two and a half years later, the children took a standardized spelling test. The more closely the digram (two-letter sequence) frequencies in the preschool task correlated with those in children's books, the better scores the children had in primary school, and the more preschoolers used letters from their own name, the lower their subsequent scores. Thus, preschoolers whose prephonological writing revealed attentiveness to the statistical properties of text subsequently performed better in conventional spelling. These analytic techniques may help in the early identification of children at risk for spelling difficulties. 相似文献
5.
The present study investigates Ehri's (Ehri & Wilce 1985; Scott & Ehri 1990) hypothesis that knowledge of the alphabet enables children to learn to read by processing and storing letter-sound relations in words. In particular, it examines whether letter-name knowledge facilitates the learning of spellings in which the names of one or more letters can be heard in the pronunciation of the words. Preschool children who could not read any word out of context were divided into two groups on the basis of their ability to name the letters of the alphabet: one group knew the names of the letters while the other did not. Both groups were taught to read two types of simplified spellings: visual spellings, that is, spellings whose letters did not correspond to sounds in the pronunciations of the words but which were visually more salient (e.g., XQKO for the word cerveja), and phonetic spellings, that is, spellings whose letters corresponded to sounds in the pronunciation of the words (e.g., CRVA for the word cerveja). In all phonetic spellings, the name of at least one letter could be clearly heard in the pronunciation of the words. Results corroborated Ehri's hypothesis. The children who did not know the names of the letters learned to read the visual spellings more easily than the phonetic ones. On the other hand, the children who knew the names of the letters showed the opposite pattern, that is, they learned the phonetic spellings more easily than the visual ones. 相似文献
6.
《Scientific Studies of Reading》2013,17(4):335-355
This study investigated the knowledge and strategies that nonliterate adults use to identify print. Participants were 20 low-socioeconomic status Brazilian adults ranging in age from 20 to 74 years. Participants' ability to identify common environmental signs displaying varying degrees of contextual information was investigated along with their ability to learn to read simplified spellings of words written to contain two types of cues, either phonetic cues linking letters to sounds or visual cues enhancing the distinctiveness of each spelling's appearance. Their ability to invent phonetic spellings was also tested. The results showed a clear dissociation between the tasks. Participants learned to read the phonetic spellings more easily than the visual spellings, indicating that they were capable of using alphabetic cues to read words. They also used their letter knowledge to spell some of the sounds in words. However, they did not use letter knowledge to read or remember words in environmental signs. They read the signs only when presented in their full context, not when printed in isolation, and they failed to notice altered letters in the signs. These results argue strongly against the hypothesis that environmental print reading provides an important foundation for learning about the alphabetic system. More likely, reading signs and labels alphabetically emerges as a result of learning to read. 相似文献
7.
Cardoso-Martins Cláudia Resende Selmara Mamede Rodrigues Larissa Assunção 《Reading and writing》2002,15(3-4):409-432
Previous studies [Scott & Ehri (1990) Journal of Reading Behavior22: 149–166; de Abreu & Cardoso-Martins (1998) Reading and Writing:An Interdisciplinary Journal 10: 85–104] have shown thatprereaders who know the names of the lettersuse a visual–phonological strategy to learn toread words in which the names of one or moreletters can be clearly detected in thepronunciation of the words. The present resultsextend these findings by showing that BrazilianPortuguese-speaking prereaders who know thenames of the letters can process letter–soundrelations to learn to read spellings in whichthe letters correspond to phonemes, not toletter names. Following Ehri & Wilce'sprocedure [(1985) Reading Research Quarterly 20:163–179], Brazilian preschool childrenlearned to read two types of simplifiedspellings: phonetic spellings, that is,spellings in which the letters corresponded tophonemes in the pronunciation of the words(e.g., SPT for sapato), and visualspellings, that is, spellings in which theletters did not correspond to sounds in thepronunciation of the words, but which werevisually more salient (e.g., VST for pijama). The children learned to read thephonetic spellings more easily than the visualspellings, suggesting that they recognized theletter–phoneme relations in learning to readthe phonetic spellings. This interpretation isbolstered by the results of correlationalanalyses between knowledge of letter sounds andperformance on the two word-learning tasks.While knowledge of letter–phonemecorrespondences did not correlate withperformance on the word-learning task with thevisual spellings, it correlated significantlyand positively with the children's ability tolearn to read the phonetic spellings. 相似文献
8.
Neuropsychological models postulate that the memory representation acquired for use in reading words is separate from the one acquired for use in spelling, while developmental models assume that the same representation is developed for access in both reading and spelling. The dual-representation model contends that there is often more precise information in reading representations than in spelling representations. This claim was tested in the current study using adult native speakers of English. People were supplied with minimal visual feedback while they spelled words that they knew and could read, and were then shown their whole spelling and asked whether they could improve upon it. People detected spelling mistakes on fewer than one in six trials after the reading check. They also returned many spellings to the original form, and were unable to improve upon them any more often than to change them to something equally bad or worse. The findings favour the view that normal individuals acquire a single orthographic representation from repeated exposures to a word during both reading and spelling. The representation may be adequate to permit successful reading but be insufficient for reproduction of the word-specific knowledge required for accurate spelling. 相似文献
9.
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
10.
The phonologically transparent Persian orthography is normally transcribed with two distinct spellings; words spelled with
vowels (letters) transcribed as a fixed part of the spelling (transparent) and words spelled with vowels (diacritics) omitted
(opaque). Three groups of Persian readers, namely developmental dyslexics (n=29, mean age=9.4, SD=1.4), unimpaired readers matched on age (n=49, mean age=9, SD=1.3), and reading age (n=23, mean age=7.2, SD=0.4) with the dyslexics performed on a short-term memory verbal test. The time taken to read aloud lists of words with opaque
and transparent spellings, the errors made on reading the words in each list, and the number of correctly recalled words in
each list was subjected to statistical analysis. The results showed that transparent words as a whole were read more accurately
than opaque words. However, recall of words was best for opaque words for the older group of unimpaired readers compared to
the transparent words, while the opposite was true for dyslexics and unimpaired reading age matched participants. The implications
of these results are discussed. 相似文献
11.
To what extent does phonology play a role in spelling English words? The written responses of deaf students and groups of hearing children to five tasks were subjected to quantitative and qualitative analyses. The first three tasks were used to see if deaf students utilized phonology when they generated their own words and to compare their spelling performance with that of hearing subjects. The fourth and fifth tasks were designed to compare the spelling performance of deaf and hearing subjects when they were required to reproduce visually presented common words. Results showed that deaf students, who were chronologically much older, were not better spellers than hearing children from the fifth grade. Analysis of data revealed little evidence that the deaf students involved in the present study utilize phonology in spelling. Nor did word-specific visual memory for entire words appears to play a role in spelling by deaf students. Rote visual memory for letter patterns and sequences of letters within words, however, appears to play a role in the spelling by deaf students. It is concluded that sensitivity to the stochastic-dependent probabilities of letter sequences may aid spelling up to certain point but phonology is essential for spelling words whose structure is morphophonemically complex.
相似文献12.
ABSTRACTOur understanding of spelling development has largely been gleaned from analysis of children’s accuracy at spelling words under varying conditions and the nature of their errors. Here, we consider whether handwriting durations can inform us about the time course with which children use morphological information to produce accurate spellings of root morphemes. Six- to 7-year-old (n = 23) and 8- to 11-year-old (n = 25) children produced 28 target spellings in a spelling-to-dictation task. Target words were matched quadruplets of base, control, inflected, and derived words beginning with the same letters (e.g., rock, rocket, rocking, rocky). Both groups of children showed evidence of morphological processing as they prepared their spelling; writing onset latencies were shorter for two-morpheme words than control words. The findings are consistent with statistical learning theories of spelling development and theories of lexical quality that include a role of morphology. 相似文献
13.
This study examined orthographic learning in oral and silent reading conditions. Dutch third graders read, either aloud or silently, short texts containing novel target (pseudo) words. The acquisition of new word-specific orthographic knowledge was assessed several days later by comparing target spellings with homophonic spellings in tasks requiring orthographic choice, spelling, and naming. It was predicted that orthographic learning would be evident in both oral and silent conditions but stronger in the oral condition. As expected, orthographic learning was evident in both oral and silent conditions. This finding suggests that support for the self-teaching hypothesis of orthographic learning obtained in studies of unassisted oral reading can be generalized to the more common form of independent reading: silent reading. In addition, the results on the naming task provided some evidence for stronger orthographic learning during oral reading, but the two spelling tasks did not. 相似文献
14.
Four experiments explored the composition and stability of internalorthographic representations of printed words. In three experiments,subjects were presented on successive occasions with words that wereconsistently spelled correctly or were consistently misspelled. On thesecond presentation, subjects were more likely to judge both kinds ofwords as correctly spelled than on the first presentation, suggesting thattheir preexperimental orthographic representations had been altered tomatch what they had seen on the first presentation. However, onlymisspellings that were consistent with the correct phonology wereaccepted; spellings that altered the phonology were rarely accepted,suggesting that some parts of the orthographic representation are lessstable than others. Also, subjects' reliance on orthographic vs.phonological memory when judging a word's spelling was affected by thekinds of other misspellings in the list. Lists that contained somephonologically implausible spellings for real words (e.g., *assostance)induced subjects to rely more on phonological plausibility when judgingthe correctness of other words in the list and less on orthographic memory.An individual grapheme in an internal orthographic representation wasunstable when there were many phonologically acceptable alternatives forit. The results are contrary to the view that the strength of an internalrepresentation is uniform across all its graphemes and is a function only ofvisual experience with the printed form. Results were interpreted in thecontext of a theory that considers spelling knowledge to be a by-productof the reading process, a process that involves phonological analysis. 相似文献
15.
The purpose of this study was to assess the role that phonological, orthographic, and contextual sources of information play
in a group of adults who were learning to read compared to adult skilled readers. Participants read short paragraphs that
contained a correct homophone, an incorrect homophone, or a spelling control. Target words were orthographically similar or
dissimilar, and they appeared in context that predicted the target or was neutral with respect to the target. The pattern
of data obtained for skilled readers was consistent with past work (Rayner et al., Journal of Experimental Psychology: Learning, Memory and Cognition 24(2), 476–497, 1998). Skilled readers showed no reading time differences between the correct homophone and the incorrect homophone,
as long as the two were orthographically similar, but reading times on these words were faster than the spelling control condition.
The pattern of data for the adults who were learning to read was different. These readers were actually better at noticing that an incorrect version of the homophone was present. Importantly, we did find consistent significant differences
between the incorrect homophone condition and the spelling control condition. This suggests the adults who were learning to
read use phonological codes during word recognition, but they do so less efficiently than skilled readers. 相似文献
16.
Helen Abadzi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,35(2):581-604
Reading depends on the speed of visual recognition and capacity of short-term memory. To understand a sentence, the mind must
read it fast enough to capture it within the limits of the short-term memory. This means that children must attain a minimum
speed of fairly accurate reading to understand a passage. Learning to read involves “tricking” the brain into perceiving groups
of letters as coherent words. This is achieved most efficiently by pairing small units consistently with sounds rather than
learning entire words. To link the letters with sounds, explicit and extensive practice is needed; the more complex the spelling
of a language, the more practice is necessary. However, schools of low-income students often waste instructional time and
lack reading resources, so students cannot get sufficient practice to automatize reading and may remain illiterate for years.
Lack of reading fluency in the early grades creates inefficiencies that affect the entire educational system. Neurocognitive research on reading points to benchmarks and monitoring indicators. All students should attain reading speeds
of 45–60 words per minute by the end of grade 2 and 120–150 words per minute for grades 6–8. 相似文献
17.
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
18.
Monique Sénéchal Gene Ouellette Stephanie Pagan Rosemary Lever 《Reading and writing》2012,25(4):917-934
The goal of the present intervention research was to test whether guided invented spelling would facilitate entry into reading
for at-risk kindergarten children. The 56 participating children had poor phoneme awareness, and as such, were at risk of
having difficulty acquiring reading skills. Children were randomly assigned to one of three training conditions: invented
spelling, phoneme segmentation, or storybook reading. All children participated in 16 small group sessions over 8 weeks. In
addition, children in the three training conditions received letter-knowledge training and worked on the same 40 stimulus
words that were created from an array of 14 letters. The findings were clear: on pretest, there were no differences between
the three conditions on measures of early literacy and vocabulary, but, after training, invented spelling children learned
to read more words than did the other children. As expected, the phoneme-segmentation and invented-spelling children were
better on phoneme awareness than were the storybook-reading children. Most interesting, however, both the invented spelling
and the phoneme-segmentation children performed similarly on phoneme awareness suggesting that the differential effect on
learning to read was not due to phoneme awareness per se. As such, the findings support the view that invented spelling is
an exploratory process that involves the integration of phoneme and orthographic representations. With guidance and developmentally
appropriate feedback, invented spelling provides a milieu for children to explore the relation between oral language and written
symbols that can facilitate their entry in reading. 相似文献
19.
The relationship between ability to invent spellings and ability to finger-point read memorized text was examined in 109 kindergartners in whole-language classrooms. It was hypothesized that letter name knowledge and phonemic awareness would account for ability in finger-point reading, but that invented spelling, because it requires the left-to-right alphabetic principle as well, would account for additional variance, and this turned out to be the case. It was also hypothesized that although initial phoneme spellings would be easier than those in other positions, and would be a factor in the voice-print match in finger-point reading, final phonemes would also play a significant role. This turned out to be the case for children who were able to read only a word or two, as well as for more capable beginners. Results were consistent with Ehri's (1992) model of phonetic-cue sight reading in which letters are utilized from both initial and final positions. 相似文献
20.
Rebecca Treiman Brett Kessler Tatiana Cury Pollo Brian Byrne Richard K. Olson 《Scientific Studies of Reading》2016,20(5):349-362
Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children’s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (M age = 6 years 2 months) and a standardized spelling test approximately 2 years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children’s tendency to reverse letters in kindergarten. 相似文献