Instruction Matters: Spelling of Vowels by Children in England and the US

Autor/inn/en	Treiman, Rebecca; Stothard, Susan E.; Snowling, Margaret J.
Titel	Instruction Matters: Spelling of Vowels by Children in England and the US
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 26 (2013) 3, S.473-487 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-012-9377-4
Schlagwörter	Spelling; Vowels; Alphabets; Young Children; Kindergarten; Preschool Children; English Instruction; Differences; Written Language; Foreign Countries; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Schreibweise; Buchstabenschrift; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; English langauage lessons; Englischunterricht; Unterscheiden; Geschriebene Sprache; Ausland; USA
Abstract	Letter names are stressed in informal and formal literacy instruction with young children in the US, whereas letters sounds are stressed in England. We examined the impact of these differences on English children of about 5 and 6 years of age (in reception year and Year 1, respectively) and US 6 year olds (in kindergarten). Children in both countries spelled short vowels, as in "bag", more accurately than long vowels, as in "gate". The superiority for short vowels was larger for children from England, consistent with the instructional emphasis on letter sounds. Errors such as "gat" for words with long vowels such as "gate" were more common among US children, reflecting these children's use of vowels' names as a guide to spelling. The English children's performance on a letter knowledge task was influenced by the fact that they are often taught letter sounds with reference to lowercase letters and letter names with reference to uppercase letters, and their spellings showed some effects of this practice. Although emphasis on letter sounds as opposed to letter names influences children's patterns of performance and types of errors, it does not make the difficult English writing system markedly easier to master. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10