Treiman R, Berch D, Tincoff R, Weatherston S
Dept. of Psychology, Wayne State University, Detroit, MI 48202.
J Exp Child Psychol. 1993 Dec;56(3):267-90. doi: 10.1006/jecp.1993.1035.
Two experiments were performed to explore the effects of one aspect of English phonology, syllabic consonants, on children's spelling. In Experiment 1, kindergarteners (age 6), first graders (age 7), and second graders (age 8) spelled words with stressed syllabic /r/, such as sir, and words with medial vowels, such as wet. Vowel omissions (e.g., "sr") and vowel misorderings (e.g., "sre") were more common for the syllabic /r/ words than for the comparison words. In Experiment 2, first and second graders spelled words with unstressed syllabic /r/, such as wander, unstressed syllabic /l/, such as easel, and unstressed syllabic nasals, such as carton. Words with unstressed vowels in the second syllable, such as bandit, were also included. For first graders, vowel omissions and misorderings occurred primarily for syllabic /r/ and /l/. By second grade, only orthographically influenced errors on syllabic /l/ remained. The results show that phonology plays an important role in early spelling. They also shed light on the nature of children's phonological representations.
进行了两项实验，以探究英语语音学的一个方面——音节辅音对儿童拼写的影响。在实验1中，幼儿园儿童（6岁）、一年级学生（7岁）和二年级学生（8岁）拼写带有重读音节/r/的单词，如“sir”，以及带有中间元音的单词，如“wet”。与对照单词相比，音节/r/的单词中元音省略（如“sr”）和元音顺序错误（如“sre”）更为常见。在实验2中，一年级和二年级学生拼写带有非重读音节/r/的单词，如“wander”，带有非重读音节/l/的单词，如“easel”，以及带有非重读音节鼻音的单词，如“carton”。还包括第二个音节带有非重读元音的单词，如“bandit”。对于一年级学生来说，元音省略和顺序错误主要出现在音节/r/和/l/的单词中。到二年级时，只剩下受拼写影响的音节/l/的错误。结果表明，语音学在早期拼写中起着重要作用。它们还揭示了儿童语音表征的本质。
