拼写错误可以告诉我们关于儿童拼写过程中涉及的过程的发展
Georgia Z Niolaki1, Alexandra Negoita2, Janet I Vousden3
1School of Education, Bath Spa University, Bath, United Kingdom.
Frontiers in psychology
|May 30, 2023
概括
孩子们使用语音和学到的词知识来拼写,随着他们获得经验,他们会转向词知识. 了解这些拼写过程可以改善教育指导.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 语言学的语言学.
背景情况:
- 拼写能力对于识字能力的发展至关重要,但许多孩子在拼写方面都很困难.
- 了解拼写背后的认知过程是开发有效干预措施的关键.
研究的目的:
- 研究儿童拼写中的词汇语义和语音过程的相互作用.
- 分析这些过程是如何在不同的词类型 (正规,不规则,伪词) 和发展阶段中使用的.
主要方法:
- 从接待年到6年级的641名学生进行了拼写评估.
- 拼写错误被分析,使用语音合理性,语音表示和字母距离的措施,区分单词类型.
主要成果:
- 儿童利用语音和词汇语义策略来拼写所有单词类型.
- 较年轻的儿童 (基础/关键阶段1) 显示出对语音的依赖更强,而较年长的儿童 (关键阶段2) 显示出增加了词汇过程的使用,特别是对于不规则的单词.
结论:
- 拼写发展涉及声学和词汇语义策略之间的动态相互作用.
- 对拼写指导和评估的教育方法应该考虑基于孩子的经验和词类型对这些过程的不断变化的依赖.
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