Department of Psychology, Washington University in St. Louis, St. Louis, MO 63130, USA.
J Exp Child Psychol. 2013 Dec;116(4):873-90. doi: 10.1016/j.jecp.2013.08.002. Epub 2013 Sep 25.
The theory that learners of alphabetic writing systems go through a period during which they treat writing as representing syllables is highly influential, especially as applied to learners of Romance languages. The results of Study 1, a 2-year longitudinal study of 76 Portuguese speakers in Brazil from 4 to 6 years of age, did not support this theory. Although most children produced some spellings of words in which the number of letters matched the number of syllables, few children produced significantly more such spellings than expected on the basis of chance. When such spellings did occur, they appeared to reflect partially successful attempts to represent phonemes rather than attempts to represent syllables. Study 2, with 68 Brazilian 4- and 5-year-olds, found similar results even when children spelled words that contained three or four syllables in which all vowels are letter names--conditions that have been thought to favor syllabic spelling. The influential theory that learners of Romance languages go through a period during which they use writing to represent the level of syllables appears to lack a solid empirical foundation.
认为学习字母文字系统的人会经历一个将书写视为代表音节的阶段的理论具有高度影响力，尤其是在应用于学习罗曼语的人时。对 76 名来自巴西的 4 至 6 岁的葡萄牙语使用者进行的为期 2 年的纵向研究 1 的结果并不支持这一理论。尽管大多数孩子会写出一些与音节数量匹配的单词拼写，但很少有孩子写出的这种拼写比基于机会的预期要多得多。当出现这种拼写时，它们似乎反映了部分成功尝试代表音位的尝试，而不是尝试代表音节。对 68 名巴西 4 岁和 5 岁儿童进行的研究 2 发现，即使在孩子拼写包含三个或四个音节的单词时，情况也是如此，这些单词中的所有元音都是字母名——这种情况被认为有利于音节拼写。认为学习罗曼语的人会经历一个使用书写来代表音节层次的阶段的有影响力的理论似乎缺乏坚实的经验基础。
