ERIC Number: ED229143
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Phonemic Analysis and the Development of Spelling.
In order to investigate relationships between spoken and written language knowledge at a phonological level, linguistic theories of syllable structure that treat initial consonant clusters as units are first discussed. Second, experimental evidence is presented suggesting that analysis of initial clusters is difficult for both children and adults in various phonemic analysis tasks. Third, an attempt is made to show that children's difficulty in analyzing initial clusters in spoken words affects their ability to learn printed words. Analysis was made of 5,618 spellings produced during daily story writing sessions by 43 first-grade students across 2 successive school years. In the analysis, pronunciation and spelling were keyed to assist identification of specific letters children used to represent specific phonemes. Consistent with the view that clusters tend to behave as units, children relatively often failed to represent one phoneme of a syllable-initial cluster. The phoneme usually deleted was the second. Results of studies suggested that difficulties in the analysis of spoken language are reflected in the learning of printed language. Nonstandard but consistent misspellings, such as the deletions of phonemes in consonant clusters, may stem from children's conceptions of spoken language. These misspellings diminish by the end of the first-grade year, and it may be that reading experience with print provides an impetus for children to further analyze their spoken language. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Consonant Clusters
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Detroit, MI, April 21-24, 1983).