The fragility of the alphabetic principle: children's knowledge of letter names can cause them to spell syllabically rather than alphabetically
Article Abstract:
A study examined the influence of children's early-acquired knowledge of letter names on their spelling. In particular, this research focused on whether kindergartners and first graders occasionally spell a series of phonemes with the corresponding consonant letter instead of spelling it alphabetically, where a vowel letter comes after a consonant letter. Findings showed that children committed several letter-name spelling errors, mostly when a complete syllable is formed by the consonant and vowel. Results proved that knowledge of letter names can result in deviation from the alphabetic principle.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1997
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Children's phonological awareness: confusions between phonemes that differ only in voicing
Article Abstract:
Children's performance in terms of phoneme recognition was not any better with fricative consonants than with stops. This was found in a study of the linguistic factors that affect children's performance on phonemic awareness tasks. Phonemic awareness is the ability to conceptualize spoken words as sequences of individual phonemes. Preschoolers and kindergartners, however, displayed more difficulty in rejecting a phoneme that differs from the target only in voicing, than when it differs in place alone or in place and in voicing.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1998
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What's in a name: children's knowledge about the letters in their own names
Article Abstract:
Experiments were conducted to examine the influence of children's experiences with their first names on letter-name knowledge and letter-sound knowledge. Children from pre-school to first-grade participated in the study. Results revealed that children's experiences with their first names benefit their knowledge about the label of the name-initial letter but not their ability to produce the sound associated with the letter.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1998
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