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Six-year-olds' phonological and orthographic representations of vowels : a study of 1st grade Québec-French children
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Six-year-olds' phonological and orthographic representations of vowels : a study of 1st grade Québec-French children
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Abstract:
Three studies were conducted in which Quebec French ; first grade children's ability to categorize vowels was examined. The children were tested on several aspects of vowel phoneme representation before they had any literacy skills ; at the beginning of the school year ; and again sis months later ; after they had learned all of the spelling-sound correspondences for vowels. In Study 1 ; the focus was on children's phonemic and orthographic representation of nasal vowels. Performance on an AXB categorization task revealed that six-year-olds have considerable difficulty in discriminating the nasal feature on minimal and near-minimal oral-nasal vowel pairs. This ability did not improve after six months of schooling. In contrast to their performance on AXB ; these same children performed very well on nasal vowel spellings. These results suggest that perceptually-based categorization ability and the ability to represent nasal vowels in spelling develop independently of each other. Study 2 examined children's categorization of self-generated productions of front-unrounded ; nasal ; and ; back-nonhigh vowels. The influence of a number of variables on vocalic representation ; such as articulatory complexity ; spectral proximity ; and syllable structure ; was also examined. The children's performance on this explicit task varied as a function of the vowel set. Specifically ; whereas articulatory complexity did not have a negative effect on categorization ability ; spectral proximity of vowels did appear to hinder performance ; syllable structure negatively affected oral but not nasal vowel categorization performance. Schooling ; and exposure to literacy evidently had a strong impact on this type of phoneme categorization/representation ability as children's overall performance improved significantly from the first to the second testing period. In Study 3 ; children's ability to categorize vowel allophones which were spoken in two dialects was examined. Again ; performance varied by the typ
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Keyword:
Children -- Language -- Testing; French language -- Vowels; Language awareness in children
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URL: http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41996
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The effect of linguistic input on children's phonological awareness : a cross-linguistic study
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The effect of linguistic input on children's phonological awareness : a cross-linguistic study
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