Learning New Words Affects Nonword Pronunciation in Children

Autor/inn/en	Khanna, Maya M.; Cortese, Michael J.; Birchwood, Katharine S.
Titel	Learning New Words Affects Nonword Pronunciation in Children
Quelle	In: Scientific Studies of Reading, 14 (2010) 5, S.407-439 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Neighborhoods; Rhyme; Vocabulary Development; Experiments; Language Acquisition; Age Differences; Learning Strategies; Teaching Methods; Children; Grade 1; Grade 2; Grade 3; Grade 5; Evaluation Methods; Reading + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Reim; Wortschatzarbeit; Erprobung; Sprachaneignung; Spracherwerb; Age; Difference; Age difference; Altersunterschied; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Child; Kind; Kinder; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Leseprozess; Lesen
Abstract	In two experiments we examined how children's nonword pronunciations are influenced by learning words. In Experiment 1, children pronounced nonwords before and after learning words sharing orthographic rimes with the nonwords. These rimes varied in spelling-to-sound consistency and regularity. Children's nonword pronunciations were more sensitive to consistency and regularity after instruction than before. Experiment 2 expanded upon Experiment 1 by modifying the instruction to highlight regularity and consistency in rime unit neighborhoods and by including both younger (M age = 7.6) and older (M age = 9.92) participants. After instruction, Experiment 2 participants demonstrated greater sensitivity to rime unit consistency and regularity than Experiment 1 participants. In both experiments, the children, especially the younger participants, made more adultlike pronunciations after instruction than before. We conclude that learning words varying in consistency and regularity increased the children's sensitivity to these properties. (Contains 8 tables and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10