Kim Young-Suk Grace, Petscher Yaacov, Treiman Rebecca, Kelcey Benjamin
University of California, Irvine.
Florida State University.
Sci Stud Read. 2021;25(6):453-469. doi: 10.1080/10888438.2020.1830406. Epub 2020 Oct 16.
To expand our understanding of script-general and script-specific principles in the learning of letter names, we examined how three characteristics of alphabet letters-their frequency in printed materials, order in the alphabet, and visual similarity to other letters-relate to children's letter-name knowledge in four languages with three distinct scripts (English [ = 318; age = 4.90], Portuguese [ = 366; age = 5.80], Korean [ = 168; age = 5.48], and Hebrew [ = 645; age = 5.42]). Explanatory item response modeling analysis showed that the frequency of letters in printed materials was consistently related to letter difficulty across the four languages. There were also moderation effects for letter difficulty in English and Korean, and for discriminatory power of letters in Korean. The results suggest that exposure to letters as measured by letter frequency is a language-general mechanism in the learning of alphabet letters.
为了拓展我们对字母名称学习中通用脚本和特定脚本原则的理解，我们研究了字母表字母的三个特征——它们在印刷材料中的出现频率、在字母表中的顺序以及与其他字母的视觉相似性——如何与四种使用三种不同脚本的语言（英语[ = 318；年龄 = 4.90]、葡萄牙语[ = 366；年龄 = 5.80]、韩语[ = 168；年龄 = 5.48]和希伯来语[ = 645；年龄 = 5.42]）中儿童的字母名称知识相关。解释性项目反应建模分析表明，印刷材料中字母的频率在这四种语言中始终与字母难度相关。在英语和韩语中，字母难度存在调节效应，在韩语中字母具有区分能力。结果表明，以字母频率衡量的字母接触是学习字母表字母的一种通用语言机制。
