Literaturnachweis - Detailanzeige
| Autor/inn/en | Rack, John; und weitere |
|---|---|
| Titel | The Role of Phonology in Young Children Learning to Read Words: The Direct-Mapping Hypothesis. |
| Quelle | In: Journal of Experimental Child Psychology, 57 (1994) 1, S.42-71 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0965 |
| Schlagwörter | Abbreviations; Beginning Reading; Cognitive Mapping; Cues; Elementary School Students; Foreign Countries; Learning Theories; Pattern Recognition; Phonics; Phonology; Preschool Children; Primary Education; United Kingdom Abbreviation; Abkürzung; Erstleseunterricht; Stichwort; Ausland; Learning theory; Lerntheorie; Mustererkennung; Fonologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Großbritannien |
| Abstract | Five-year-olds learned to associate three- or four-letter abbreviations, or cues, with spoken words, in which one of the letters in the cue corresponded to a phoneme that was articulated similarly or dissimilarly. Children found the phonetic cues easier to learn than control cues, suggesting that children are sensitive to the phonological and written forms of words. (MDM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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