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Knowledge and use of vowel letter-sound relations by beginners to read and spell words.

机译：初学者了解和使用元音字母音关系来阅读和拼写单词。

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摘要

The objective of this study was to explore beginners' knowledge of short vowel letter-sounds and its relationship to children's word reading and spelling abilities. Twenty-four five and six-year-old children completed several tasks assessing knowledge of vowel letter-sound and sound-letter associations, word and pseudoword reading, and spelling. Performance on the vowel tasks was used to separate children into high and low vowel knowledge groups. All children learned to read two sets of simplified spelling words to criterion: one set with vowels, and the other set without. It was expected that children with high vowel knowledge would learn words containing vowels faster and with more ease than words without vowels, whereas children with less vowel knowledge would learn words without vowel letters with more ease.;Findings suggested that order of acquisition of short vowels reflects not only teaching, but also the distinctiveness of articulatory features among the vowels. Children's mistakes in short vowel sound production showed usage of a letter name strategy. Short vowel knowledge was significantly correlated with reading and spelling performance. Children with high short vowel letter-sound knowledge learned significantly more words and in fewer trials than children possessing low short vowel letter-sound knowledge. Contrary to our expectations, however, vowel letters in the target words did not affect learning. Individual analysis of children's performance revealed that children who reached criterion in the learning task in fewer than ten trials had achieved mastery or near mastery to at least three vowel letter-sounds.;Findings are discussed in terms of the role of automatization of letter-sound knowledge in word recognition theories, and the role of decoding in helping children acquire more vowel knowledge. Acquisition of the idea of a vowel system to represent letters and sounds may be particularly helpful in enhancing word learning and spelling.
机译：这项研究的目的是探索初学者对短元音字母音的了解及其与儿童单词阅读和拼写能力的关系。二十四名五岁和六岁的孩子完成了多项任务，评估了元音字母和音字母联想，单词和伪单词阅读以及拼写的知识。通过执行元音任务来将孩子分为高和低的元音知识组。所有的孩子都学会了阅读两组简化的拼写单词以进行判断：一组带有元音，而另一组没有元音。期望元音知识高的儿童比没有元音的单词学习含元音的单词更快，更容易，而元音知识较少的孩子则更容易学习没有元音字母的单词。；研究结果表明，短元音的习得顺序不仅反映了教学内容，还反映了元音中发音特征的独特性。儿童在短元音发音方面的错误表明使用了字母命名策略。短元音知识与阅读和拼写表现显着相关。与具有短元音字母低知识的儿童相比，具有高元音字母短知识的儿童所学的单词多，而且试验次数少。然而，与我们的预期相反，目标词中的元音字母不会影响学习。对儿童表现的个体分析表明，在少于十次试验中达到学习任务标准的儿童至少对三个元音字母达到了精通或接近精通。根据字母音自动化的作用讨论了发现。单词识别理论中的知识，以及解码在帮助儿童获得更多元音知识方面的作用。获得表示字母和声音的元音系统的想法可能对增强单词学习和拼写特别有帮助。

著录项

  • 作者

    Nunes de Carvalho, Simone Resende.;

  • 作者单位

    City University of New York.;

  • 授予单位 City University of New York.;
  • 学科 Education Educational Psychology.;Psychology Cognitive.;Education Reading.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 240 p.
  • 总页数 240
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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