Learning to Use an Alphabetic Writing System
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| Title: | Learning to Use an Alphabetic Writing System |
|---|---|
| Language: | English |
| Authors: | Treiman, Rebecca, Kessler, Brett |
| Source: | Language Learning and Development. 2013 9(4):317-330. |
| Availability: | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Alphabets, Writing (Composition), Language Acquisition, Morphology (Languages), Spelling, Role, Statistics, Learning Processes, Teaching Methods, Instructional Design, Young Children, Child Development, Phonology, Spelling Instruction |
| DOI: | 10.1080/15475441.2013.812016 |
| ISSN: | 1547-5441 |
| Abstract: | Gaining facility with spelling is an important part of becoming a good writer. Here we review recent work on how children learn to spell in alphabetic writing systems. Statistical learning plays an important role in this process. Young children learn about some of the salient graphic characteristics of written texts and attempt to reproduce these characteristics in their own productions even before they use letters to represent phonemes. Later, children apply their statistical learning skills to links between phonemes and spellings, including those that are conditioned by context and morphology. Children use what they know about language and about letter names when learning about spelling, and learning to spell in turn influences their ideas about language. Although children learn about some aspects of spelling implicitly, explicit instruction has an important role to play. We discuss some implications of the research for the design of that instruction. |
| Abstractor: | As Provided |
| Number of References: | 50 |
| Entry Date: | 2014 |
| Accession Number: | EJ1028399 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1028399 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Learning to Use an Alphabetic Writing System – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Treiman%2C+Rebecca%22">Treiman, Rebecca</searchLink><br /><searchLink fieldCode="AR" term="%22Kessler%2C+Brett%22">Kessler, Brett</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Language+Learning+and+Development%22"><i>Language Learning and Development</i></searchLink>. 2013 9(4):317-330. – Name: Avail Label: Availability Group: Avail Data: Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2013 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Alphabets%22">Alphabets</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling+Instruction%22">Spelling Instruction</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/15475441.2013.812016 – Name: ISSN Label: ISSN Group: ISSN Data: 1547-5441 – Name: Abstract Label: Abstract Group: Ab Data: Gaining facility with spelling is an important part of becoming a good writer. Here we review recent work on how children learn to spell in alphabetic writing systems. Statistical learning plays an important role in this process. Young children learn about some of the salient graphic characteristics of written texts and attempt to reproduce these characteristics in their own productions even before they use letters to represent phonemes. Later, children apply their statistical learning skills to links between phonemes and spellings, including those that are conditioned by context and morphology. Children use what they know about language and about letter names when learning about spelling, and learning to spell in turn influences their ideas about language. Although children learn about some aspects of spelling implicitly, explicit instruction has an important role to play. We discuss some implications of the research for the design of that instruction. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 50 – Name: DateEntry Label: Entry Date Group: Date Data: 2014 – Name: AN Label: Accession Number Group: ID Data: EJ1028399 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1028399 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15475441.2013.812016 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 317 Subjects: – SubjectFull: Alphabets Type: general – SubjectFull: Writing (Composition) Type: general – SubjectFull: Language Acquisition Type: general – SubjectFull: Morphology (Languages) Type: general – SubjectFull: Spelling Type: general – SubjectFull: Role Type: general – SubjectFull: Statistics Type: general – SubjectFull: Learning Processes Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Instructional Design Type: general – SubjectFull: Young Children Type: general – SubjectFull: Child Development Type: general – SubjectFull: Phonology Type: general – SubjectFull: Spelling Instruction Type: general Titles: – TitleFull: Learning to Use an Alphabetic Writing System Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Treiman, Rebecca – PersonEntity: Name: NameFull: Kessler, Brett IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 1547-5441 Numbering: – Type: volume Value: 9 – Type: issue Value: 4 Titles: – TitleFull: Language Learning and Development Type: main |
| ResultId | 1 |
