Minding the Gaps: Literacy Enhances Lexical Segmentation in Children Learning to Read

Autor/inn/en	Havron, Naomi; Arnon, Inbal
Titel	Minding the Gaps: Literacy Enhances Lexical Segmentation in Children Learning to Read
Quelle	In: Journal of Child Language, 44 (2017) 6, S.1516-1538 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Emergent Literacy; Children; Linguistic Input; Language Processing; Early Reading; Speech + Suchen Sie Ihr Suchwort? Frühleseunterricht; Child; Kind; Kinder; Sprachbildung; Sprachverarbeitung; Frühlesen; Speaking; Sprechen
Abstract	Can emergent literacy impact the size of the linguistic units children attend to? We examined children's ability to segment multiword sequences before and after they learned to read, in order to disentangle the effect of literacy and age on segmentation. We found that early readers were better at segmenting multiword units (after controlling for age, cognitive, and linguistic variables), and that improvement in literacy skills between the two sessions predicted improvement in segmentation abilities. Together, these findings suggest that literacy acquisition, rather than age, enhanced segmentation. We discuss implications for models of language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01