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Anticipatory Conditioning of Spelling-to-Sound Translation

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Title: Anticipatory Conditioning of Spelling-to-Sound Translation
Language: English
Authors: Treiman, Rebecca, Kessler, Brett, Evans, Rochelle
Source: Journal of Memory and Language. Feb 2007 56(2):229-245.
Availability: 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
Peer Reviewed: Y
Page Count: 17
Publication Date: 2007
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Vocabulary, Translation, Spelling Instruction, Pronunciation, Context Effect, Phonetic Transcription, College Students, Language Patterns, Syllables, Second Language Learning, Acoustics
DOI: 10.1016/j.jml.2006.06.001
ISSN: 0749-596X
Abstract: College students' pronunciations of initial "c" and "g" were examined in English words and nonwords, both monosyllables and polysyllables. Pronunciations were influenced by adjacent context--whether the following letter was "e" or "i"--and by long-distance context--whether the item contained a suffix or spelling pattern characteristic of Latinate words. Pronunciations were also influenced by whether students had studied a language such as French in which "c" and "g" are systematically fronted before those vowels. The findings were not well fit by either a dual-route or a single-route reading model. Although skilled readers were affected by the contextual patterns in the input, they did not use these patterns to the extent that would be expected given the patterns' reliability in the English vocabulary. The results are discussed in terms of the size of the window within which spelling-to-sound translation takes place and the nature of the units that are used.
Abstractor: Author
Entry Date: 2007
Accession Number: EJ751565
Database: ERIC
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  Data: 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
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  Data: College students' pronunciations of initial "c" and "g" were examined in English words and nonwords, both monosyllables and polysyllables. Pronunciations were influenced by adjacent context--whether the following letter was "e" or "i"--and by long-distance context--whether the item contained a suffix or spelling pattern characteristic of Latinate words. Pronunciations were also influenced by whether students had studied a language such as French in which "c" and "g" are systematically fronted before those vowels. The findings were not well fit by either a dual-route or a single-route reading model. Although skilled readers were affected by the contextual patterns in the input, they did not use these patterns to the extent that would be expected given the patterns' reliability in the English vocabulary. The results are discussed in terms of the size of the window within which spelling-to-sound translation takes place and the nature of the units that are used.
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      – SubjectFull: Translation
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      – SubjectFull: Spelling Instruction
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      – SubjectFull: Pronunciation
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      – SubjectFull: Context Effect
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      – SubjectFull: Language Patterns
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      – SubjectFull: Second Language Learning
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