Orthographic vs. Phonologic Syllables in Handwriting Production

Autor/inn/en	Kandel, Sonia; Herault, Lucie; Grosjacques, Geraldine; Lambert, Eric; Fayol, Michel
Titel	Orthographic vs. Phonologic Syllables in Handwriting Production
Quelle	In: Cognition, 110 (2009) 3, S.440-444 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2008.12.001
Schlagwörter	Syllables; Elementary School Students; Foreign Countries; Educational Technology; Language Processing; Phoneme Grapheme Correspondence; Handwriting; France + Suchen Sie Ihr Suchwort? Silbe; Ausland; Unterrichtsmedien; Sprachverarbeitung; Handschrift; Frankreich
Abstract	French children program the words they write syllable by syllable. We examined whether the syllable the children use to segment words is determined phonologically (i.e., is derived from speech production processes) or orthographically. Third, 4th and 5th graders wrote on a digitiser words that were mono-syllables phonologically (e.g. "barque" = [baRk]) but bi-syllables orthographically (e.g. "barque" = "bar.que"). These words were matched to words that were bi-syllables both phonologically and orthographically (e.g. "balcon" = [bal.ko] and "bal.con"). The results on letter stroke duration and fluency yielded significant peaks at the syllable boundary for both types of words, indicating that the children use orthographic rather than phonological syllables as processing units to program the words they write. (Contains 2 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10