Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 0 |
Since 2005 (last 20 years) | 7 |
Descriptor
Spelling | 12 |
Phoneme Grapheme… | 8 |
Young Children | 7 |
Phonemes | 6 |
Syllables | 6 |
Age Differences | 5 |
Children | 5 |
Comparative Analysis | 5 |
Elementary School Students | 5 |
Phonology | 5 |
Consonants | 4 |
More ▼ |
Source
Journal of Experimental Child… | 20 |
Author
Treiman, Rebecca | 20 |
Kessler, Brett | 6 |
Broderick, Victor | 2 |
Pollo, Tatiana Cury | 2 |
Tincoff, Ruth | 2 |
Bernstein, Stuart E. | 1 |
Bick, Suzzane | 1 |
Bourassa, Derrick | 1 |
Bowey, Judith A. | 1 |
Bowman, Margo | 1 |
Bruck, Maggie | 1 |
More ▼ |
Publication Type
Journal Articles | 20 |
Reports - Research | 18 |
Reports - Evaluative | 2 |
Education Level
Early Childhood Education | 2 |
Grade 3 | 2 |
Grade 5 | 2 |
Grade 1 | 1 |
Grade 2 | 1 |
High Schools | 1 |
Higher Education | 1 |
Audience
Researchers | 2 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Treiman, Rebecca; Yin, Li – Journal of Experimental Child Psychology, 2011
Children under 3 1/2 years of age or so are often thought to produce the same types of scribbles for writing and drawing. We tested this idea by asking Chinese 2- to 6-year-olds to write and draw four targets. In Study 1, Chinese adults judged the status of the productions as writings or drawings. The adults performed significantly above the level…
Descriptors: Childrens Writing, Freehand Drawing, Comparative Analysis, Young Children
Ellefson, Michelle R.; Treiman, Rebecca; Kessler, Brett – Journal of Experimental Child Psychology, 2009
Learning about letters is an important foundation for literacy development. Should children be taught to label letters by conventional names, such as /bi/ for "b", or by sounds, such as /b[inverted e]/? We queried parents and teachers, finding that those in the United States stress letter names with young children, whereas those in…
Descriptors: Young Children, Foreign Countries, Literacy, Alphabets
Pollo, Tatiana Cury; Kessler, Brett; Treiman, Rebecca – Journal of Experimental Child Psychology, 2009
Many theories of spelling development claim that before children begin to spell phonologically, their spellings are random strings of letters. We evaluated this idea by testing young children (mean age = 4 years 9 months) in Brazil and the United States and selecting a group of prephonological spellers. The spellings of this prephonological group…
Descriptors: Spelling, Foreign Countries, Beginning Writing, Evaluation
Treiman, Rebecca; Levin, Iris; Kessler, Brett – Journal of Experimental Child Psychology, 2007
Letter names play an important role in early literacy. Previous studies of letter name learning have examined the Latin alphabet. The current study tested learners of Hebrew, comparing their patterns of performance and types of errors with those of English learners. We analyzed letter-naming data from 645 Israeli children who had not begun formal…
Descriptors: Orthographic Symbols, Second Language Learning, Semitic Languages, Emergent Literacy
Treiman, Rebecca; Kessler, Brett; Zevin, Jason D.; Bick, Suzzane; Davis, Melissa – Journal of Experimental Child Psychology, 2006
When college students pronounce nonwords, their vowel pronunciations may be affected not only by the consonant that follows the vowel, the coda, but also by the preceding consonant, the onset. We presented the nonwords used by Treiman and colleagues in their 2003 study to a total of 94 first graders, third graders, fifth graders, and high school…
Descriptors: Reading Skills, Context Effect, Elementary School Students, Vowels
Hayes, Heather; Treiman, Rebecca; Kessler, Brett – Journal of Experimental Child Psychology, 2006
English spelling is highly inconsistent in terms of simple sound-to-spelling correspondences but is more consistent when context is taken into account. For example, the choice between "ch" and "tch" is determined by the preceding vowel ("coach," "roach" vs. "catch," "hatch"). We investigated children's sensitivity to vowel context when spelling…
Descriptors: Children, Phonemes, Syllables, Grade 2
Pollo, Tatiana Cury; Kessler, Brett; Treiman, Rebecca – Journal of Experimental Child Psychology, 2005
Young Portuguese-speaking children have been reported to produce more vowel- and syllable-oriented spellings than have English speakers. To investigate the extent and source of such differences, we analyzed children's vocabulary and found that Portuguese words have more vowel letter names and a higher vowel-consonant ratio than do English words.…
Descriptors: Vowels, Spelling, Portuguese, Syllables
Peer reviewed
Treiman, Rebecca – Journal of Experimental Child Psychology, 1984
Finds evidence for a continuum between children relying heavily on spelling-sound rules and those using specific associations. Spelling nonsense words correlated more highly with spelling regular words than with spelling exception words. Skill at rules was overgeneralized to exception words. Rule use in spelling correlated with rule use in…
Descriptors: Elementary Education, Elementary School Students, Grade 3, Grade 4
Peer reviewed
Treiman, Rebecca – Journal of Experimental Child Psychology, 1985
Reports results of four experiments testing whether syllable structure affects children's performance in phonemic analysis tasks and in other reading related tasks. The experiments were motivated by theories that syllables consist of an onset (initial consonant or consonant cluster) and a rime (vowel and any following consonants). (AS/Author)
Descriptors: Beginning Reading, Children, Cognitive Processes, Comprehension
Peer reviewed
Treiman, Rebecca – Journal of Experimental Child Psychology, 1985
Examines kindergarten and first-grade children's classifications and spellings and differences in their classifications of sounds from those of adults. In addition to these spelling, phoneme recognition, and phoneme deletion tasks, each child took the reading and spelling subtests of the Wide Range Achievement Test. (AS)
Descriptors: Beginning Reading, Classification, Kindergarten, Listening Comprehension
Peer reviewed
Treiman, Rebecca; Zukowski, Andrea – Journal of Experimental Child Psychology, 1996
Noting that in previous research, the linguistic status of the unit has often been confounded by its size, five experiments were conducted to provide a better test of the linguistic status hypothesis. Results supported the linguistic status hypothesis by indicating that effects of linguistic level on phonological sensitivity cannot always be…
Descriptors: Early Childhood Education, Emergent Literacy, Language Acquisition, Linguistic Competence
Peer reviewed
Treiman, Rebecca; Bowey, Judith A.; Bourassa, Derrick – Journal of Experimental Child Psychology, 2002
Two experiments examined the influence of children's knowledge of spelling and phonology on their syllabification of spoken words. Found that spelling knowledge influenced oral syllabification by older children and adults, but not by 6- and 7- year-olds. Young children, like older children and adults, showed syllabification differences between…
Descriptors: Adults, Age Differences, Children, Comparative Analysis
Peer reviewed
Treiman, Rebecca; Cassar, Marie – Journal of Experimental Child Psychology, 1996
Examines young children's ability to use simple morphological relations among words as a source of information about the words' spelling. Found that children used morphological relations among words only to a small extent. Suggests that although phonology plays an important role in early spelling, young children can also use other sources of…
Descriptors: Consonants, Elementary School Students, Emergent Literacy, Error Analysis (Language)
Peer reviewed
Treiman, Rebecca; Tincoff, Ruth – Journal of Experimental Child Psychology, 1997
Studied whether kindergartners and first graders spell a sequence of phonemes with the corresponding consonant letter rather than spelling the sequence alphabetically with a consonant letter followed by a vowel. Found that children made letter-name spelling errors, especially when the consonant and vowel formed a complete syllable, showing that…
Descriptors: Graphemes, Letters (Alphabet), Phoneme Grapheme Correspondence, Spelling
Peer reviewed
Bowman, Margo; Treiman, Rebecca – Journal of Experimental Child Psychology, 2002
Four experiments examined whether letter names at the ends of words are equally useful as letter names in the initial position. Findings indicated that 4- and 5-year-olds derived little benefit from such information in reading or spelling, although adults did. For young children, word-final information appeared to have less influence on reading…
Descriptors: Adults, Age Differences, Children, Letters (Alphabet)
Previous Page | Next Page ยป
Pages: 1 | 2