心理发展与教育 ›› 2007, Vol. 23 ›› Issue (1): 18-23.
李蓓蕾, 周英, 李燕芳, 董奇
LI Bei-lei, ZHOU Ying, LI Yan-fang, DONG Qi
摘要： 本研究对167名三到六年级的汉语儿童进行了英语拼写测验和英语正字法规则意识测验,结果发现:(1)汉语儿童在整个小学时期的英语拼写能力都基本处于字母名称拼写策略阶段,在四年级到五年级期间,其整体拼写水平有较显著提高;(2)汉语小学儿童的英语拼写水平与其正字法规则意识显著相关,四、五、六年级儿童的英语字母可双写位置规则对其英语拼写能力具有显著预测作用。
中图分类号:
| [1] Treiman R,Cassar M,Zukowski A.What types of linguistic information do children use in spelling? The case of flaps.Child Development,1994,65 (5):1318-1337. [2] Walker J,Hauerwas L B.Development of phonological,morphological,and orthographic knowledge in young spellers:The case of inflected verbs.Reading and Writing,2006,19 (8):819-843. [3] Ehri L C.Sources of difficulty in learning to spell and read.In M.L.Wolraich & D.Routh (Eds.),Advances in Developmental and Behavioral Pediatrics.Greenwich,CT:JAI Press.1986. [4] Henderson E H.Teaching Spelling (2nd Ed.).Boston:Houghton Mifflin.1990. [5] Varnhagen C K,McCallum M,Burstow M.Is children's spelling naturally stage-like? Reading and Writing,1997,9 (5-6):451-481. [6] Caravolas M,Hulme C,Snowling M.The foundations of spelling ability:Evidence from a 3-year longitudinal study.Journal of Memory and Language,2001,45:751-774. [7] Nagy W,Berninger V,Abbott R,Vaughan K,& Vermeulen K.Relationship of morphology and other language skills to literacy skills in atrisk second-grade readers and at-risk fourth-grade writers.Journal of Educational Psychology,2003,95 (4):730-742. [8] Juul H,Elbro C.The links between grammar and spelling:A cognitive hurdle in deep orthographies? Reading and Writing,2004,17 (9):915-942. [9] Swan D,Goswami U.Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis.Journal of Experimental Child Psychology,1997,66:18-41. [10] Leong C K.Phonological coding and children's spelling.Annals of Dyslexia,1999,49:195-220. [11] Tangel D,Blachman B.Effect of phoneme awareness instruction on the invented spelling of first-grade children:A one-year follow up.Journal of Reading Behavior,1995,27:153-185. [12] 张积家,林志华.汉语拼音水平与英语语音意识、英语拼写能力的关系.心理科学,2002,25(5):601-602. [13] Templeton S.Theory,nature,and pedagogy of high-order orthographic development in older students.In Templeton,S.& Bear,D.R.(Eds.),Development of Orthographic Knowledge and the Foundation of Literacy.Hillsdale,NJ:ErlBaum.1992. [14] Frith U.Beneath the surface of developmental dyslexia:are comparisons between developmental and acquired disorders meaningful? In Patterson K E,Marshall J C,Coltheart M.(Eds.),Surface Dyslexia:Neuropsychological and Cognitive Studies of Phonological Reading.Hillsdale,NJ:Erlbaum.1985. [15] Cassar M,Treiman R.The beginnings of orthographic knowledge:Children's knowledge of double letters in words.Journal of Educational Psychology,1997,89 (4):631-644. [16] Cioffi G,Carney J J.Dynamic assessment of composing abilities in children with learning disabilities.Educational Assessment,1997,4 (3):175-202. [17] Wang M,Geva E.Spelling performance of Chinese children using English as a second language:Lexical and visual-orthographic processes.Applied Psycholinguistics,2003,24:1-25. [18] Karmiloff-Smith A.Grant J,Sims K,Jones M C,Cuckle P.Rethinking metalinguistic awareness:Representing and accessing knowledge about what counts as a ‘word'.Cognition,1996,58:197-219. [19] Ehri L C.The development of reading and spelling in children:An overview.In Snowling M J,Thomson M.(Eds.),Dyslexia:Integrating Theory and Practice.London:Whurr.1992. |
| [1] | 刘宇飞, 钱怡, 宋耀武, 毕鸿燕. 4~6岁汉语儿童正字法意识的萌芽与发展[J]. 心理发展与教育, 2018, 34(1): 65-72. |
| [2] | 刘妮娜, 仝文, 闫国利. 4~7岁儿童汉字正字法意识的发展[J]. 心理发展与教育, 2014, 30(5): 457-465. |
| [3] | 李占星, 曹贤才, 庞维国, 牛玉柏. 6~10岁儿童对损人情境下行为者的道德情绪判断与归因[J]. 心理发展与教育, 2014, 30(3): 252-258. |
| [4] | 史冰洁, 李虹, 张玉平, 舒华. 部件特征和正字法意识在儿童汉字书写发展中的作用[J]. 心理发展与教育, 2011, 27(3): 297-303. |
| [5] | 李虹, 彭虹, 舒华. 汉语儿童正字法意识的萌芽与发展[J]. 心理发展与教育, 2006, 22(1): 35-38. |
|
||
