Salas Naymé
Departament de Didàctica de la Llengua i la Literatura, i de les Ciències Socials, Facultat de Ciències de l'Educació, Universitat Autònoma de Barcelona, Bellaterra, Spain.
Front Psychol. 2020 Jun 5;11:1071. doi: 10.3389/fpsyg.2020.01071. eCollection 2020.
This paper investigated the role that types of knowledge beyond phonology have on spelling development, such as knowledge of morpheme-to-grapheme mappings, of orthographic patterns, and of word-specific orthographic patterns. It is based on the modern view that children do not learn spelling in discrete stages but, rather, they apply different types of strategies from early on. The goals of the paper were threefold: (1) to determine the relative difficulty of different types of non-phonological spelling strategies, (2) to examine the contribution of non-phonological strategies (specifically, morphological, morphophonological, orthographic, and lexical) to conventional spelling scores, and (3) to determine the role of children's educational level and population type (first- vs. second-language learners) on spelling strategy use. A large sample of 982 children (497 boys), speakers of Catalan (a Romance language similar to Spanish but with a less consistent orthography), participated in the study. They were administered a bespoke dictation task aimed to test their conventional and phonographic accuracy skill, as well as to determine their ability to use different types of non-phonological strategies for the spelling of ambiguous phonemes. Data were analyzed with a series of multigroup, multilevel SEMs. Results showed that (1) children across groups found morphological and lexical strategies harder to apply than orthographic and morphophonological strategies and (2) all types of non-phonological strategies contributed greatly to spelling accuracy scores, even after controlling for children's phonographic skills. Efficient strategy use increased as a function of schooling level, while second-language learners had a worse performance throughout, but no group showed a specific pattern of results. In conclusion, the paper offers substantial evidence that non-phonological strategies are paramount to learning to spell at least during the early and intermediate elementary school years. It is suggested that the teaching of writing should therefore be multidimensional in nature and target particularly the strategies with which children struggle the most: knowledge of morpho-graphemic mappings and word-specific lexical representations. Theoretical implications are also discussed.
本文研究了除语音学知识之外的其他知识类型在拼写发展中所起的作用，例如词素到字素映射、正字法模式以及特定单词的正字法模式等方面的知识。它基于这样一种现代观点，即儿童并非在离散的阶段学习拼写，而是从早期就开始运用不同类型的策略。本文的目标有三个：（1）确定不同类型的非语音拼写策略的相对难度；（2）检验非语音策略（具体而言，形态学、形态音位学、正字法和词汇策略）对传统拼写分数的贡献；（3）确定儿童的教育水平和群体类型（第一语言学习者与第二语言学习者）在拼写策略使用方面所起的作用。982名儿童（497名男孩）参与了这项研究，他们以加泰罗尼亚语为母语（加泰罗尼亚语是一种罗曼语，与西班牙语相似，但正字法不太一致）。他们接受了一项定制的听写任务，旨在测试他们的传统拼写和语音拼写准确性技能，以及确定他们运用不同类型的非语音策略来拼写模糊音素的能力。数据通过一系列多组、多层次结构方程模型进行分析。结果表明：（1）所有组的儿童都发现形态学和词汇策略比正字法和形态音位学策略更难应用；（2）即使在控制了儿童的语音拼写技能之后，所有类型的非语音策略对拼写准确性分数都有很大贡献。随着受教育水平的提高，策略使用效率也随之提高，而第二语言学习者在整个过程中的表现都较差，但没有一个组呈现出特定的结果模式。总之，本文提供了大量证据表明，至少在小学早期和中期，非语音策略对于学习拼写至关重要。因此，建议写作教学在本质上应具有多维度性，尤其针对儿童最感困难的策略：词素 - 字素映射知识和特定单词的词汇表征。同时也讨论了理论意义。
