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class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Rebecca Treiman</h3></div><div class="js-work-strip profile--work_container" data-work-id="123781858"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123781858/WritingDinosaurLarge_andMosquitoSmall_Prephonological_Spellers_Use_of_Semantic_Information"><img alt="Research paper thumbnail of WritingDinosaurLarge andMosquitoSmall: Prephonological Spellers’ Use of Semantic Information" class="work-thumbnail" src="https://attachments.academia-assets.com/118134165/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123781858/WritingDinosaurLarge_andMosquitoSmall_Prephonological_Spellers_Use_of_Semantic_Information">WritingDinosaurLarge andMosquitoSmall: Prephonological Spellers’ Use of Semantic Information</a></div><div class="wp-workCard_item"><span>Scientific Studies of Reading</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">One influential theory of literacy development, the constructivist perspective, claims that young...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">One influential theory of literacy development, the constructivist perspective, claims that young children believe that writing represents meaning directly and that the appearance of a written word should reflect characteristics of its referent. There has not been strong evidence supporting this idea, however. Circumventing several methodological concerns with previous studies, we examined written spellings of young children who did not yet use letters to represent the sounds of words, that is, prephonological spellers. We identified 38 prephonological spellers (mean age 4 years 2 months) and measured the area of their writing productions. Prephonological spellers made significantly larger productions for words representing large objects than those representing small objects. This effect held true after controlling for the influences of other variables, including size of writing on previous trials and order of trial in a session. Our results suggest that young children sometimes use drawing-like features to communicate the meaning of words when writing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="66213c33b2be985fcbe11f9305202169" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118134165,"asset_id":123781858,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118134165/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123781858"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123781858"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123781858; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=123781858]").text(description); $(".js-view-count[data-work-id=123781858]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 123781858; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='123781858']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "66213c33b2be985fcbe11f9305202169" } } $('.js-work-strip[data-work-id=123781858]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":123781858,"title":"WritingDinosaurLarge andMosquitoSmall: Prephonological Spellers’ Use of Semantic Information","translated_title":"","metadata":{"publisher":"Informa UK Limited","grobid_abstract":"One influential theory of literacy development, the constructivist perspective, claims that young children believe that writing represents meaning directly and that the appearance of a written word should reflect characteristics of its referent. 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Our results suggest that young children sometimes use drawing-like features to communicate the meaning of words when writing.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Scientific Studies of Reading","grobid_abstract_attachment_id":118134165},"translated_abstract":null,"internal_url":"https://www.academia.edu/123781858/WritingDinosaurLarge_andMosquitoSmall_Prephonological_Spellers_Use_of_Semantic_Information","translated_internal_url":"","created_at":"2024-09-11T06:33:17.480-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":118134165,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118134165/thumbnails/1.jpg","file_name":"ptpmcrender.pdf","download_url":"https://www.academia.edu/attachments/118134165/download_file","bulk_download_file_name":"WritingDinosaurLarge_andMosquitoSmall_Pr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118134165/ptpmcrender-libre.pdf?1726067408=\u0026response-content-disposition=attachment%3B+filename%3DWritingDinosaurLarge_andMosquitoSmall_Pr.pdf\u0026Expires=1738613473\u0026Signature=W88rfiw5xE-LczGBgwak4ITUZVofF2o~8EDHy-4dvYWr0zyBylidgkhOLVGKHQRtIAMz8wIRrpUrukuFbEe7--CBuN7VYTh7I1XelX4oRYg-JFXoGbyW4Fnki3V7W3Gi0Vou12Inr4BQ-WGFwxLW5jw9amFzts1vgNXD6~3--DBYq6lrx~Yq74DtKwuEB~Tm2wwoyJEiYrn8bOsnq4jDU~bGG3se6d7SkT2Fz5n2ghtK1FslC~ujrJDM08c4QO7IFl5I-LU-UuDJec~ha7H2gfhUpi9L~rJ8aZq~abncuFBMjt2wktVOmJ44kxPWmTR6pOn9vBzf6h2lSzkfvWhtcg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"WritingDinosaurLarge_andMosquitoSmall_Prephonological_Spellers_Use_of_Semantic_Information","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"One influential theory of literacy development, the constructivist perspective, claims that young children believe that writing represents meaning directly and that the appearance of a written word should reflect characteristics of its referent. There has not been strong evidence supporting this idea, however. Circumventing several methodological concerns with previous studies, we examined written spellings of young children who did not yet use letters to represent the sounds of words, that is, prephonological spellers. We identified 38 prephonological spellers (mean age 4 years 2 months) and measured the area of their writing productions. Prephonological spellers made significantly larger productions for words representing large objects than those representing small objects. This effect held true after controlling for the influences of other variables, including size of writing on previous trials and order of trial in a session. Our results suggest that young children sometimes use drawing-like features to communicate the meaning of words when writing.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[{"id":118134165,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118134165/thumbnails/1.jpg","file_name":"ptpmcrender.pdf","download_url":"https://www.academia.edu/attachments/118134165/download_file","bulk_download_file_name":"WritingDinosaurLarge_andMosquitoSmall_Pr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118134165/ptpmcrender-libre.pdf?1726067408=\u0026response-content-disposition=attachment%3B+filename%3DWritingDinosaurLarge_andMosquitoSmall_Pr.pdf\u0026Expires=1738613473\u0026Signature=W88rfiw5xE-LczGBgwak4ITUZVofF2o~8EDHy-4dvYWr0zyBylidgkhOLVGKHQRtIAMz8wIRrpUrukuFbEe7--CBuN7VYTh7I1XelX4oRYg-JFXoGbyW4Fnki3V7W3Gi0Vou12Inr4BQ-WGFwxLW5jw9amFzts1vgNXD6~3--DBYq6lrx~Yq74DtKwuEB~Tm2wwoyJEiYrn8bOsnq4jDU~bGG3se6d7SkT2Fz5n2ghtK1FslC~ujrJDM08c4QO7IFl5I-LU-UuDJec~ha7H2gfhUpi9L~rJ8aZq~abncuFBMjt2wktVOmJ44kxPWmTR6pOn9vBzf6h2lSzkfvWhtcg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology"},{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy"},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology"},{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development"},{"id":8581,"name":"Psychology of Language","url":"https://www.academia.edu/Documents/in/Psychology_of_Language"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine"},{"id":54533,"name":"Children","url":"https://www.academia.edu/Documents/in/Children"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child"},{"id":613261,"name":"Referent","url":"https://www.academia.edu/Documents/in/Referent"},{"id":956635,"name":"Literacy Acquisition","url":"https://www.academia.edu/Documents/in/Literacy_Acquisition"},{"id":2922956,"name":"Psychology and Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences"}],"urls":[{"id":44611039,"url":"http://www.tandfonline.com/doi/pdf/10.1080/10888438.2015.1072820"}]}, dispatcherData: dispatcherData }); 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In thi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Learning to produce the written forms of individual words is an important part of writing. In this article, I review research on how children acquire this skill. I begin by discussing young children’s knowledge about the visual appearance of writing and then consider how learners of alphabetic writing systems begin to use letters to symbolize the sounds they hear in words. The English writing system, the focus of this review, is complex. In the final section of the article, I discuss how older children learn about its subtler patterns. Implications of the research for how children learn and for how spelling should be taught are considered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f7a8108a9582df059fafb27cb4f83946" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68257067,"asset_id":50170861,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68257067/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170861"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170861"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170861; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170861]").text(description); $(".js-view-count[data-work-id=50170861]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170861; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170861']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f7a8108a9582df059fafb27cb4f83946" } } $('.js-work-strip[data-work-id=50170861]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170861,"title":"Learning to Write Words","translated_title":"","metadata":{"abstract":"Learning to produce the written forms of individual words is an important part of writing. 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Implications of the research for how children learn and for how spelling should be taught are considered.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[{"id":68257067,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68257067/thumbnails/1.jpg","file_name":"0963721420951585.pdf","download_url":"https://www.academia.edu/attachments/68257067/download_file","bulk_download_file_name":"Learning_to_Write_Words.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68257067/0963721420951585-libre.pdf?1626989199=\u0026response-content-disposition=attachment%3B+filename%3DLearning_to_Write_Words.pdf\u0026Expires=1738613473\u0026Signature=hJaNrIiCYTKyOygMpb0nfCtGp3TaAWWCKcMaGO~E9Z78hBrZOECL5mSyF8RiDRfsODvgX3ZqvfqA4JNVcsxfyhZSKaVaqF6drREMXO3TFXM4~lw9cPTemQGp0pxHhfC9G~m5xO8pQvzZ5zz5QHWAyf2NSi5LVs3XYIkYP4EnjKlHIEpCfvrb2ZNm7RNXKzHrFJtkVN5E9qc1hT1H~3GuumsxJxZClYXyg2gJKlabraSMyCT1o37RBKngWsyjgKoHd~ruyMQH~8~Sz50T08opbRSfzgF0bgLhDd86P8KJZfEHMP0KdwWhXpDfbqk0gBfzSxvpBiI4Gpv~E7pyQjqdZw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":68257066,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68257066/thumbnails/1.jpg","file_name":"0963721420951585.pdf","download_url":"https://www.academia.edu/attachments/68257066/download_file","bulk_download_file_name":"Learning_to_Write_Words.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68257066/0963721420951585-libre.pdf?1626989199=\u0026response-content-disposition=attachment%3B+filename%3DLearning_to_Write_Words.pdf\u0026Expires=1738613473\u0026Signature=JLSeRPaUXUMM6gUukpTGrPnLpx1aLV5NrbU2Ul8ke-VZxbmkIDW3PTsZj8g33rDowS5LivLAkjM31Og14DP1mulyFft76LjtB9dqlAihlKcnZf~pvj8DAa5FaOJD08LYl3FDLqKUbwQ5lIMvLDbX03bNOEAWARrOdj5ISQmLcAfYwHS5tL3sm2aO3M-b0DieBfmaQn1WOmsduJbiXTPLVb2UdIlI7m9FX0WqLBPLMXOc5nQgw4DY7NjoF1wxS-ZQZ5pl4BcitQxLene5-keukI5xC5zJl0DlbyrBHuWFZ0EnE-md6jGA5MQnoO1bmGkQ7iGzsk95f6a17PqUBa2IUg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[{"id":10524215,"url":"http://journals.sagepub.com/doi/pdf/10.1177/0963721420951585"}]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170859"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170859/Learning_to_Spell_Phonologically_Influences_of_Children_s_Own_Names"><img alt="Research paper thumbnail of Learning to Spell Phonologically: Influences of Children’s Own Names" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170859/Learning_to_Spell_Phonologically_Influences_of_Children_s_Own_Names">Learning to Spell Phonologically: Influences of Children’s Own Names</a></div><div class="wp-workCard_item"><span>Scientific Studies of Reading</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170859"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170859"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170859; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170858"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/50170858/Phonological_and_graphotactic_influences_on_spellers_decisions_about_consonant_doubling"><img alt="Research paper thumbnail of Phonological and graphotactic influences on spellers’ decisions about consonant doubling" class="work-thumbnail" src="https://attachments.academia-assets.com/68257076/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/50170858/Phonological_and_graphotactic_influences_on_spellers_decisions_about_consonant_doubling">Phonological and graphotactic influences on spellers’ decisions about consonant doubling</a></div><div class="wp-workCard_item"><span>Memory & Cognition</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Even adults sometimes have difficulty choosing between single-and double-letter spellings, as in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Even adults sometimes have difficulty choosing between single-and double-letter spellings, as in spinet versus spinnet. The present study examined the phonological and graphotactic factors that influence adults' use of single versus double medial consonants in the spelling of nonwords. We tested 111 adults from a community sample who varied widely in spelling ability. Better spellers were more affected than less good spellers by phonological context in that they were more likely to double consonants after short vowels and less likely to double consonants after long vowels. Although descriptions of the English writing system focus on the role of phonology in determining use of single versus double consonants, participants were also influenced by graphotactic context. There was an effect of preceding graphotactic context, such that spellers were less likely to use a double consonant when they spelled the preceding vowel with more than one letter than when they spelled it with one letter. There was also an effect of following graphotactic context, such that doubling rate varied with the letters that the participant used at the end of the nonword. These graphotactic influences did not differ significantly in strength across the range of spelling ability in our study. Discussion focuses on the role of statistical learning in the learning of spelling patterns, especially those patterns that are not explicitly taught.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e47b535b8f107f4d0fd19aa28ff3f2de" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68257076,"asset_id":50170858,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68257076/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170858"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170858"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170858; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170858]").text(description); $(".js-view-count[data-work-id=50170858]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170858; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170858']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e47b535b8f107f4d0fd19aa28ff3f2de" } } $('.js-work-strip[data-work-id=50170858]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170858,"title":"Phonological and graphotactic influences on spellers’ decisions about consonant doubling","translated_title":"","metadata":{"publisher":"Springer Nature","grobid_abstract":"Even adults sometimes have difficulty choosing between single-and double-letter spellings, as in spinet versus spinnet. The present study examined the phonological and graphotactic factors that influence adults' use of single versus double medial consonants in the spelling of nonwords. We tested 111 adults from a community sample who varied widely in spelling ability. Better spellers were more affected than less good spellers by phonological context in that they were more likely to double consonants after short vowels and less likely to double consonants after long vowels. Although descriptions of the English writing system focus on the role of phonology in determining use of single versus double consonants, participants were also influenced by graphotactic context. There was an effect of preceding graphotactic context, such that spellers were less likely to use a double consonant when they spelled the preceding vowel with more than one letter than when they spelled it with one letter. There was also an effect of following graphotactic context, such that doubling rate varied with the letters that the participant used at the end of the nonword. These graphotactic influences did not differ significantly in strength across the range of spelling ability in our study. 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The present study examined the phonological and graphotactic factors that influence adults' use of single versus double medial consonants in the spelling of nonwords. We tested 111 adults from a community sample who varied widely in spelling ability. Better spellers were more affected than less good spellers by phonological context in that they were more likely to double consonants after short vowels and less likely to double consonants after long vowels. Although descriptions of the English writing system focus on the role of phonology in determining use of single versus double consonants, participants were also influenced by graphotactic context. There was an effect of preceding graphotactic context, such that spellers were less likely to use a double consonant when they spelled the preceding vowel with more than one letter than when they spelled it with one letter. There was also an effect of following graphotactic context, such that doubling rate varied with the letters that the participant used at the end of the nonword. These graphotactic influences did not differ significantly in strength across the range of spelling ability in our study. 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The error has been fixed and the pdf version of the article now includes the correct symbols.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="52743043f9d891a328fba48bc7ccabb8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68257075,"asset_id":50170855,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68257075/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170855"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170855"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170855; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170855]").text(description); $(".js-view-count[data-work-id=50170855]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170855; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170855']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "52743043f9d891a328fba48bc7ccabb8" } } $('.js-work-strip[data-work-id=50170855]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170855,"title":"Correction to: Phonological and graphotactic influences on spellers’ decisions about consonant doubling","translated_title":"","metadata":{"publisher":"Springer Nature America, Inc","ai_title_tag":"Correction: Phonological Influences on Spellers","grobid_abstract":"Please note that, because of an error in the production process, many of the International Phonetic Alphabet symbols were missing from the originally published pdf version of the article, both in the main text and in the Appendix. 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The error has been fixed and the pdf version of the article now includes the correct symbols.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[{"id":68257075,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68257075/thumbnails/1.jpg","file_name":"s13421-018-0829-1.pdf","download_url":"https://www.academia.edu/attachments/68257075/download_file","bulk_download_file_name":"Correction_to_Phonological_and_graphotac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68257075/s13421-018-0829-1-libre.pdf?1626989199=\u0026response-content-disposition=attachment%3B+filename%3DCorrection_to_Phonological_and_graphotac.pdf\u0026Expires=1738613473\u0026Signature=H~MzergNXZxPynypsD0QdDnChUB~WVB59wJsJOpzbp7JSZolpRM70vZsNWaNIx6nsYT0yklgezRdJTdpktiJtTwyjPSU-Lj71BgQMa8exKoSqhhtChwpkVVithHjGFRtzZZ6iufZ2hCLNptMYxgcuMdgy~osfuDhqUEyQwOrCD9uTJLMHI3RY86C6GvAdfVjbniQ-qY2gMxC9G~McjvWV1MA8-qFNUf6D3h7G9RtPxDju1gFITptjcLj8d-Y-g31MtZax4IRtvGfRx4Z5iRplhJ0R336LGi14HK-rYmExidQrPyWYCJZrmoMPzu27LLkshEns9OtvoxUSeBuLpciXQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences"}],"urls":[{"id":10524209,"url":"http://link.springer.com/article/10.3758/s13421-018-0829-1/fulltext.html"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170854"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170854/Preschoolers_knowledge_about_language_specific_properties_of_writing"><img alt="Research paper thumbnail of Preschoolers' knowledge about language-specific properties of writing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170854/Preschoolers_knowledge_about_language_specific_properties_of_writing">Preschoolers' knowledge about language-specific properties of writing</a></div><div class="wp-workCard_item"><span>The British journal of developmental psychology</span><span>, Jan 25, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">According to the differentiation hypothesis, young children&#39;s attempts to write show characte...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">According to the differentiation hypothesis, young children&#39;s attempts to write show characteristics common to all writing systems, such as linearity. Characteristics that are specific to the writing system of the child&#39;s culture emerge only later. We tested this hypothesis by presenting adults who knew both Chinese and English with written productions of Chinese and United States 2- to 5-year-olds and asking them to judge the nationality of the writer. Adults performed significantly above the level expected by chance even with the productions of 2- and 3-year-olds, suggesting that knowledge of language-specific characteristics emerges earlier than previously thought. Children appeared to show more language-specific characteristics in their names than in other writings, for adults performed better with children&#39;s names than with other items. Statement of contribution What is already known on this subject? Children&#39;s early attempts to write may show general properties...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170854"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170854"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170854; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170854]").text(description); $(".js-view-count[data-work-id=50170854]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170854; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170854']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170854]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170854,"title":"Preschoolers' knowledge about language-specific properties of writing","translated_title":"","metadata":{"abstract":"According to the differentiation hypothesis, young children\u0026#39;s attempts to write show characteristics common to all writing systems, such as linearity. 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Children\u0026#39;s early attempts to write may show general properties...","publication_date":{"day":25,"month":1,"year":2018,"errors":{}},"publication_name":"The British journal of developmental psychology"},"translated_abstract":"According to the differentiation hypothesis, young children\u0026#39;s attempts to write show characteristics common to all writing systems, such as linearity. Characteristics that are specific to the writing system of the child\u0026#39;s culture emerge only later. We tested this hypothesis by presenting adults who knew both Chinese and English with written productions of Chinese and United States 2- to 5-year-olds and asking them to judge the nationality of the writer. Adults performed significantly above the level expected by chance even with the productions of 2- and 3-year-olds, suggesting that knowledge of language-specific characteristics emerges earlier than previously thought. Children appeared to show more language-specific characteristics in their names than in other writings, for adults performed better with children\u0026#39;s names than with other items. Statement of contribution What is already known on this subject? Children\u0026#39;s early attempts to write may show general properties...","internal_url":"https://www.academia.edu/50170854/Preschoolers_knowledge_about_language_specific_properties_of_writing","translated_internal_url":"","created_at":"2021-07-22T14:13:01.474-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Preschoolers_knowledge_about_language_specific_properties_of_writing","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"According to the differentiation hypothesis, young children\u0026#39;s attempts to write show characteristics common to all writing systems, such as linearity. Characteristics that are specific to the writing system of the child\u0026#39;s culture emerge only later. 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Children\u0026#39;s early attempts to write may show general properties...","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170853"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170853/Parent_child_conversations_about_literacy_a_longitudinal_observational_study"><img alt="Research paper thumbnail of Parent–child conversations about literacy: a longitudinal, observational study" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170853/Parent_child_conversations_about_literacy_a_longitudinal_observational_study">Parent–child conversations about literacy: a longitudinal, observational study</a></div><div class="wp-workCard_item"><span>Journal of Child Language</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Conversations about literacy-related matters with parents can help prepare children for formal li...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Conversations about literacy-related matters with parents can help prepare children for formal literacy instruction. We studied these conversations using data gathered from fifty-six US families as they engaged in daily activities at home. Analyzing conversations when children were aged 1;10, 2;6, 3;6, and 4;2, we found that explicit talk about the elements and processes of reading and writing occurred even when children were less than two years old and became more common as children grew older. The majority of literacy-related conversations included talk about alphabet letters. Literacy-related conversations occurred in a variety of contexts, not only book-reading. There were few differences as a function of family socioeconomic status in the proportion of utterances during the sessions that occurred in literacy-related conversations. At older ages, however, children in families of lower socioeconomic status bore more of the conversational burden than children in families of higher...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170853"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170853"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170853; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170853]").text(description); $(".js-view-count[data-work-id=50170853]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170853; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170853']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170853]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170853,"title":"Parent–child conversations about literacy: a longitudinal, observational study","translated_title":"","metadata":{"abstract":"Conversations about literacy-related matters with parents can help prepare children for formal literacy instruction. 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At older ages, however, children in families of lower socioeconomic status bore more of the conversational burden than children in families of higher...","publisher":"Cambridge University Press (CUP)","publication_name":"Journal of Child Language"},"translated_abstract":"Conversations about literacy-related matters with parents can help prepare children for formal literacy instruction. We studied these conversations using data gathered from fifty-six US families as they engaged in daily activities at home. Analyzing conversations when children were aged 1;10, 2;6, 3;6, and 4;2, we found that explicit talk about the elements and processes of reading and writing occurred even when children were less than two years old and became more common as children grew older. The majority of literacy-related conversations included talk about alphabet letters. Literacy-related conversations occurred in a variety of contexts, not only book-reading. There were few differences as a function of family socioeconomic status in the proportion of utterances during the sessions that occurred in literacy-related conversations. At older ages, however, children in families of lower socioeconomic status bore more of the conversational burden than children in families of higher...","internal_url":"https://www.academia.edu/50170853/Parent_child_conversations_about_literacy_a_longitudinal_observational_study","translated_internal_url":"","created_at":"2021-07-22T14:13:01.328-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Parent_child_conversations_about_literacy_a_longitudinal_observational_study","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Conversations about literacy-related matters with parents can help prepare children for formal literacy instruction. We studied these conversations using data gathered from fifty-six US families as they engaged in daily activities at home. Analyzing conversations when children were aged 1;10, 2;6, 3;6, and 4;2, we found that explicit talk about the elements and processes of reading and writing occurred even when children were less than two years old and became more common as children grew older. The majority of literacy-related conversations included talk about alphabet letters. Literacy-related conversations occurred in a variety of contexts, not only book-reading. There were few differences as a function of family socioeconomic status in the proportion of utterances during the sessions that occurred in literacy-related conversations. At older ages, however, children in families of lower socioeconomic status bore more of the conversational burden than children in families of higher...","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":177125,"name":"Language Culture and Communication","url":"https://www.academia.edu/Documents/in/Language_Culture_and_Communication"},{"id":1239165,"name":"Child Language","url":"https://www.academia.edu/Documents/in/Child_Language"},{"id":2922956,"name":"Psychology and Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences"},{"id":3763225,"name":"Medical and Health Sciences","url":"https://www.academia.edu/Documents/in/Medical_and_Health_Sciences"}],"urls":[{"id":10524208,"url":"https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0305000917000307"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170852"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170852/Statistical_Learning_and_Spelling_Older_Prephonological_Spellers_Produce_More_Wordlike_Spellings_Than_Younger_Prephonological_Spellers"><img alt="Research paper thumbnail of Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170852/Statistical_Learning_and_Spelling_Older_Prephonological_Spellers_Produce_More_Wordlike_Spellings_Than_Younger_Prephonological_Spellers">Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers</a></div><div class="wp-workCard_item"><span>Child Development</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months-5 years, 6 month...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months-5 years, 6 months) who were prephonological spellers, in that they wrote using letters that did not reflect the phonemes in the target items. Supporting the idea that children use their statistical learning skills to learn about the outer form of writing before they begin to spell phonologically, older prephonological spellers showed more knowledge about English letter patterns than did younger prephonological spellers. The written productions of older prephonological spellers were rated by adults as more similar to English words than were the productions of younger prephonological spellers. The older children s spellings were also more wordlike on several objective measures, including length, variability of letters within words, and digram frequency.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170852"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170852"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170852; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170852]").text(description); $(".js-view-count[data-work-id=50170852]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170852; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170852']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170852]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170852,"title":"Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers","translated_title":"","metadata":{"abstract":"The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months-5 years, 6 months) who were prephonological spellers, in that they wrote using letters that did not reflect the phonemes in the target items. Supporting the idea that children use their statistical learning skills to learn about the outer form of writing before they begin to spell phonologically, older prephonological spellers showed more knowledge about English letter patterns than did younger prephonological spellers. The written productions of older prephonological spellers were rated by adults as more similar to English words than were the productions of younger prephonological spellers. The older children s spellings were also more wordlike on several objective measures, including length, variability of letters within words, and digram frequency.","publisher":"Wiley-Blackwell","publication_name":"Child Development"},"translated_abstract":"The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months-5 years, 6 months) who were prephonological spellers, in that they wrote using letters that did not reflect the phonemes in the target items. Supporting the idea that children use their statistical learning skills to learn about the outer form of writing before they begin to spell phonologically, older prephonological spellers showed more knowledge about English letter patterns than did younger prephonological spellers. The written productions of older prephonological spellers were rated by adults as more similar to English words than were the productions of younger prephonological spellers. The older children s spellings were also more wordlike on several objective measures, including length, variability of letters within words, and digram frequency.","internal_url":"https://www.academia.edu/50170852/Statistical_Learning_and_Spelling_Older_Prephonological_Spellers_Produce_More_Wordlike_Spellings_Than_Younger_Prephonological_Spellers","translated_internal_url":"","created_at":"2021-07-22T14:13:01.188-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Statistical_Learning_and_Spelling_Older_Prephonological_Spellers_Produce_More_Wordlike_Spellings_Than_Younger_Prephonological_Spellers","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months-5 years, 6 months) who were prephonological spellers, in that they wrote using letters that did not reflect the phonemes in the target items. Supporting the idea that children use their statistical learning skills to learn about the outer form of writing before they begin to spell phonologically, older prephonological spellers showed more knowledge about English letter patterns than did younger prephonological spellers. The written productions of older prephonological spellers were rated by adults as more similar to English words than were the productions of younger prephonological spellers. The older children s spellings were also more wordlike on several objective measures, including length, variability of letters within words, and digram frequency.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development"}],"urls":[{"id":10524207,"url":"https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fcdev.12893"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170851"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170851/Learning_to_spell_Phonology_and_beyond"><img alt="Research paper thumbnail of Learning to spell: Phonology and beyond" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170851/Learning_to_spell_Phonology_and_beyond">Learning to spell: Phonology and beyond</a></div><div class="wp-workCard_item"><span>Cognitive Neuropsychology</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">An understanding of the nature of writing systems and of the typical course of spelling developme...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">An understanding of the nature of writing systems and of the typical course of spelling development is an essential foundation for understanding the problems of children who have serious difficulties in learning to spell. The present article seeks to provide that foundation. It argues that the dual-route models of spelling that underlie much existing research and practice are based on overly simple assumptions about how writing systems work and about how spelling skills develop. Many writing systems include not only context-free links from phonemes to letters but also context-sensitive phonological patterns, morphological influences, and graphotactic patterns. According to an alternative framework, IMP (integration of multiple patterns), spellers acquire multiple sources of information through use of their statistical-learning skills and through direct instruction. Children learn the spelling of a word most easily when different patterns converge on the spelling, and they have difficulty when patterns conflict. Implications of these ideas for assessment and instruction are considered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170851"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170851"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170851; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170851]").text(description); $(".js-view-count[data-work-id=50170851]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170851; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170851']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170851]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170851,"title":"Learning to spell: Phonology and beyond","internal_url":"https://www.academia.edu/50170851/Learning_to_spell_Phonology_and_beyond","owner_id":29808287,"coauthors_can_edit":true,"owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170850"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170850/Differentiation_of_writing_and_drawing_by_U_S_two_to_five_year_olds"><img alt="Research paper thumbnail of Differentiation of writing and drawing by U.S. two- to five-year-olds" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170850/Differentiation_of_writing_and_drawing_by_U_S_two_to_five_year_olds">Differentiation of writing and drawing by U.S. two- to five-year-olds</a></div><div class="wp-workCard_item"><span>Cognitive Development</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">To investigate preschoolers&amp;amp;amp;#39; knowledge about symbol systems, we compared the writ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">To investigate preschoolers&amp;amp;amp;#39; knowledge about symbol systems, we compared the written and drawn productions of 2-5-year-old U.S. children. In Study 1, children (N = 88) wrote and drew four targets, including their own name and a picture of themselves. Children differentiated writings from drawings in the implements they used, the size of their productions, and use of recognizable letters. Some distinctions were present in the youngest children and others became more prominent with age. In Study 2, adults (N = 16) who judged whether the productions were writings or drawings performed above the level of chance for all age groups. Adults did better for children&amp;amp;amp;#39;s names and self-portraits than for other targets, suggesting that the name plays a leading role in U.S. children&amp;amp;amp;#39;s learning about writing. Overall, the results show that children begin to learn about formal differences between writing and drawing at an early age.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170850"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170850"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170850; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170850]").text(description); $(".js-view-count[data-work-id=50170850]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170850; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170850']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170850]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170850,"title":"Differentiation of writing and drawing by U.S. two- to five-year-olds","translated_title":"","metadata":{"abstract":"To investigate preschoolers\u0026amp;amp;amp;#39; knowledge about symbol systems, we compared the written and drawn productions of 2-5-year-old U.S. children. In Study 1, children (N = 88) wrote and drew four targets, including their own name and a picture of themselves. Children differentiated writings from drawings in the implements they used, the size of their productions, and use of recognizable letters. Some distinctions were present in the youngest children and others became more prominent with age. In Study 2, adults (N = 16) who judged whether the productions were writings or drawings performed above the level of chance for all age groups. Adults did better for children\u0026amp;amp;amp;#39;s names and self-portraits than for other targets, suggesting that the name plays a leading role in U.S. children\u0026amp;amp;amp;#39;s learning about writing. Overall, the results show that children begin to learn about formal differences between writing and drawing at an early age.","publisher":"Elsevier BV","publication_name":"Cognitive Development"},"translated_abstract":"To investigate preschoolers\u0026amp;amp;amp;#39; knowledge about symbol systems, we compared the written and drawn productions of 2-5-year-old U.S. children. In Study 1, children (N = 88) wrote and drew four targets, including their own name and a picture of themselves. Children differentiated writings from drawings in the implements they used, the size of their productions, and use of recognizable letters. Some distinctions were present in the youngest children and others became more prominent with age. In Study 2, adults (N = 16) who judged whether the productions were writings or drawings performed above the level of chance for all age groups. Adults did better for children\u0026amp;amp;amp;#39;s names and self-portraits than for other targets, suggesting that the name plays a leading role in U.S. children\u0026amp;amp;amp;#39;s learning about writing. Overall, the results show that children begin to learn about formal differences between writing and drawing at an early age.","internal_url":"https://www.academia.edu/50170850/Differentiation_of_writing_and_drawing_by_U_S_two_to_five_year_olds","translated_internal_url":"","created_at":"2021-07-22T14:13:00.933-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Differentiation_of_writing_and_drawing_by_U_S_two_to_five_year_olds","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"To investigate preschoolers\u0026amp;amp;amp;#39; knowledge about symbol systems, we compared the written and drawn productions of 2-5-year-old U.S. children. In Study 1, children (N = 88) wrote and drew four targets, including their own name and a picture of themselves. Children differentiated writings from drawings in the implements they used, the size of their productions, and use of recognizable letters. Some distinctions were present in the youngest children and others became more prominent with age. In Study 2, adults (N = 16) who judged whether the productions were writings or drawings performed above the level of chance for all age groups. Adults did better for children\u0026amp;amp;amp;#39;s names and self-portraits than for other targets, suggesting that the name plays a leading role in U.S. children\u0026amp;amp;amp;#39;s learning about writing. Overall, the results show that children begin to learn about formal differences between writing and drawing at an early age.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development"}],"urls":[{"id":10524205,"url":"http://api.elsevier.com/content/article/PII:S088520141630082X?httpAccept=text/xml"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170849"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170849/Writing_Systems_and_Spelling_Development"><img alt="Research paper thumbnail of Writing Systems and Spelling Development" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170849/Writing_Systems_and_Spelling_Development">Writing Systems and Spelling Development</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter differs from most of its companions in addressing literacy from the stand-point of t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter differs from most of its companions in addressing literacy from the stand-point of the writer rather than the reader. Literacy research has concentrated on reading, but without the ability to write a person could scarcely be called literate. A full under-standing of ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170849"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170849"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170849; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170849]").text(description); $(".js-view-count[data-work-id=50170849]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170849; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170849']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170849]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170849,"title":"Writing Systems and Spelling Development","translated_title":"","metadata":{"abstract":"This chapter differs from most of its companions in addressing literacy from the stand-point of the writer rather than the reader. Literacy research has concentrated on reading, but without the ability to write a person could scarcely be called literate. A full under-standing of ...","publication_date":{"day":null,"month":null,"year":2000,"errors":{}}},"translated_abstract":"This chapter differs from most of its companions in addressing literacy from the stand-point of the writer rather than the reader. Literacy research has concentrated on reading, but without the ability to write a person could scarcely be called literate. A full under-standing of ...","internal_url":"https://www.academia.edu/50170849/Writing_Systems_and_Spelling_Development","translated_internal_url":"","created_at":"2021-07-22T14:13:00.803-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Writing_Systems_and_Spelling_Development","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"This chapter differs from most of its companions in addressing literacy from the stand-point of the writer rather than the reader. Literacy research has concentrated on reading, but without the ability to write a person could scarcely be called literate. A full under-standing of ...","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology"},{"id":8581,"name":"Psychology of Language","url":"https://www.academia.edu/Documents/in/Psychology_of_Language"},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing"},{"id":20492,"name":"Spelling","url":"https://www.academia.edu/Documents/in/Spelling"},{"id":2511840,"name":"spelling development","url":"https://www.academia.edu/Documents/in/spelling_development"}],"urls":[{"id":10524204,"url":"http://spell.psychology.wustl.edu/WritingSystems/WritingSystems.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170848"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170848/Measures_of_Kindergarten_Spelling_and_Their_Relations_to_Later_Spelling_Performance"><img alt="Research paper thumbnail of Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170848/Measures_of_Kindergarten_Spelling_and_Their_Relations_to_Later_Spelling_Performance">Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance</a></div><div class="wp-workCard_item"><span>Scientific Studies of Reading</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Learning the orthographic forms of words is important for both spelling and reading. To determine...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s tendency to reverse letters in kindergarten.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170848"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170848"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170848; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170848]").text(description); $(".js-view-count[data-work-id=50170848]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170848; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170848']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170848]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170848,"title":"Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance","translated_title":"","metadata":{"abstract":"Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s tendency to reverse letters in kindergarten.","publisher":"Informa UK Limited","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Scientific Studies of Reading"},"translated_abstract":"Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s tendency to reverse letters in kindergarten.","internal_url":"https://www.academia.edu/50170848/Measures_of_Kindergarten_Spelling_and_Their_Relations_to_Later_Spelling_Performance","translated_internal_url":"","created_at":"2021-07-22T14:13:00.715-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Measures_of_Kindergarten_Spelling_and_Their_Relations_to_Later_Spelling_Performance","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s tendency to reverse letters in kindergarten.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":2922956,"name":"Psychology and Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170847"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/50170847/Common_phoneme_and_overall_similarity_relations_among_spoken_syllables_their_use_by_children_and_ad"><img alt="Research paper thumbnail of Common phoneme and overall similarity relations among spoken syllables: their use by children and ad" class="work-thumbnail" src="https://attachments.academia-assets.com/68257078/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/50170847/Common_phoneme_and_overall_similarity_relations_among_spoken_syllables_their_use_by_children_and_ad">Common phoneme and overall similarity relations among spoken syllables: their use by children and ad</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper contrasts two kinds of relations among spoken syllables. One relation is based on a si...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper contrasts two kinds of relations among spoken syllables. One relation is based on a single common phoneme; the second is based on overall similarity of whole syllables. On the basis of recent studies with multidimensional visual stimuli, we hypothesized that preliterate children respond primarily to overall similarity relations among syllables, whereas literate adults respond primarily to common phoneme relations. These hypotheses were tested in two experiments using spoken syllables. Experiment 1 investigated the classification of syllables by preliterate children (mean age: 4 years 4 months) and college students. Experiment 2 studied the memory confusions among syllables by children (mean age: 4 years 8 months) and college students. The results ~f both experiments suggest that overall similarity relations are primary for preliterate children, while common phoneme relations are primary for adults. Moreover, children's limited use of common phoneme relations is not confined to tasks that require explicit judgments about language. Implications for the learning of reading are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9be484fd71611294429fc2bb86fafa16" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68257078,"asset_id":50170847,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68257078/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170847"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170847"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170847; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170847]").text(description); $(".js-view-count[data-work-id=50170847]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170847; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170847']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9be484fd71611294429fc2bb86fafa16" } } $('.js-work-strip[data-work-id=50170847]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170847,"title":"Common phoneme and overall similarity relations among spoken syllables: their use by children and ad","translated_title":"","metadata":{"ai_title_tag":"Phoneme vs Similarity Relations in Syllables: Child vs Adult Responses","grobid_abstract":"This paper contrasts two kinds of relations among spoken syllables. One relation is based on a single common phoneme; the second is based on overall similarity of whole syllables. On the basis of recent studies with multidimensional visual stimuli, we hypothesized that preliterate children respond primarily to overall similarity relations among syllables, whereas literate adults respond primarily to common phoneme relations. These hypotheses were tested in two experiments using spoken syllables. Experiment 1 investigated the classification of syllables by preliterate children (mean age: 4 years 4 months) and college students. Experiment 2 studied the memory confusions among syllables by children (mean age: 4 years 8 months) and college students. The results ~f both experiments suggest that overall similarity relations are primary for preliterate children, while common phoneme relations are primary for adults. Moreover, children's limited use of common phoneme relations is not confined to tasks that require explicit judgments about language. Implications for the learning of reading are discussed.","publication_date":{"day":null,"month":null,"year":1982,"errors":{}},"grobid_abstract_attachment_id":68257078},"translated_abstract":null,"internal_url":"https://www.academia.edu/50170847/Common_phoneme_and_overall_similarity_relations_among_spoken_syllables_their_use_by_children_and_ad","translated_internal_url":"","created_at":"2021-07-22T14:13:00.623-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":68257078,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68257078/thumbnails/1.jpg","file_name":"bf0106761320210722-14843-186uo4l.pdf","download_url":"https://www.academia.edu/attachments/68257078/download_file","bulk_download_file_name":"Common_phoneme_and_overall_similarity_re.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68257078/bf0106761320210722-14843-186uo4l-libre.pdf?1626989202=\u0026response-content-disposition=attachment%3B+filename%3DCommon_phoneme_and_overall_similarity_re.pdf\u0026Expires=1738613474\u0026Signature=Mjtb3HDkbLUiYEh00RGJbSCSAgxm4u1yq3rw5R9pVSlfWBRWUkEwIN6f994mEWuf3771lGNIP98D8AAQ~iZTvo~bPShJ9rn7UwpNNfmxY7YLDdY5kZv2oFHl2QU-clUjd5ks6fgbCIayHIg3FuGXBkBsE0pbSopOQP1tdRNCCjSMghYJ4ayDvRcgZgokO7OwFnGiHicse80GeYbmQ7baKFFRft241WVgbbKCbqpfmtiHTihtmU3FUpAoAIa3y3iXpcI1nq7ZBWbu34Rvz7LQvtrkytpPA36fKXC3YUE4OsPWp0NK62b2TPByX0ZGzOu38PvGwIkLXTN68MmXr0lO4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Common_phoneme_and_overall_similarity_relations_among_spoken_syllables_their_use_by_children_and_ad","translated_slug":"","page_count":30,"language":"en","content_type":"Work","summary":"This paper contrasts two kinds of relations among spoken syllables. One relation is based on a single common phoneme; the second is based on overall similarity of whole syllables. On the basis of recent studies with multidimensional visual stimuli, we hypothesized that preliterate children respond primarily to overall similarity relations among syllables, whereas literate adults respond primarily to common phoneme relations. These hypotheses were tested in two experiments using spoken syllables. Experiment 1 investigated the classification of syllables by preliterate children (mean age: 4 years 4 months) and college students. Experiment 2 studied the memory confusions among syllables by children (mean age: 4 years 8 months) and college students. The results ~f both experiments suggest that overall similarity relations are primary for preliterate children, while common phoneme relations are primary for adults. Moreover, children's limited use of common phoneme relations is not confined to tasks that require explicit judgments about language. Implications for the learning of reading are discussed.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[{"id":68257078,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68257078/thumbnails/1.jpg","file_name":"bf0106761320210722-14843-186uo4l.pdf","download_url":"https://www.academia.edu/attachments/68257078/download_file","bulk_download_file_name":"Common_phoneme_and_overall_similarity_re.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68257078/bf0106761320210722-14843-186uo4l-libre.pdf?1626989202=\u0026response-content-disposition=attachment%3B+filename%3DCommon_phoneme_and_overall_similarity_re.pdf\u0026Expires=1738613474\u0026Signature=Mjtb3HDkbLUiYEh00RGJbSCSAgxm4u1yq3rw5R9pVSlfWBRWUkEwIN6f994mEWuf3771lGNIP98D8AAQ~iZTvo~bPShJ9rn7UwpNNfmxY7YLDdY5kZv2oFHl2QU-clUjd5ks6fgbCIayHIg3FuGXBkBsE0pbSopOQP1tdRNCCjSMghYJ4ayDvRcgZgokO7OwFnGiHicse80GeYbmQ7baKFFRft241WVgbbKCbqpfmtiHTihtmU3FUpAoAIa3y3iXpcI1nq7ZBWbu34Rvz7LQvtrkytpPA36fKXC3YUE4OsPWp0NK62b2TPByX0ZGzOu38PvGwIkLXTN68MmXr0lO4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics"},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":95014,"name":"Psycholinguistic","url":"https://www.academia.edu/Documents/in/Psycholinguistic"},{"id":102674,"name":"College Students","url":"https://www.academia.edu/Documents/in/College_Students"},{"id":858622,"name":"Multidimensional visualization","url":"https://www.academia.edu/Documents/in/Multidimensional_visualization"},{"id":1239165,"name":"Child Language","url":"https://www.academia.edu/Documents/in/Child_Language"},{"id":2489700,"name":"Child preschool","url":"https://www.academia.edu/Documents/in/Child_preschool"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170846"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170846/Subsyllabic_units_in_computerized_reading_instruction_Onset_rime_vs_Postvowel_segmentation_1"><img alt="Research paper thumbnail of Subsyllabic units in computerized reading instruction: Onset-rime vs. Postvowel segmentation*1" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170846/Subsyllabic_units_in_computerized_reading_instruction_Onset_rime_vs_Postvowel_segmentation_1">Subsyllabic units in computerized reading instruction: Onset-rime vs. Postvowel segmentation*1</a></div><div class="wp-workCard_item"><span>J Exp Child Psychol</span><span>, 1990</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Previous studies suggest that adults and children divide spoken syllables into subsyllabic onset-...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Previous studies suggest that adults and children divide spoken syllables into subsyllabic onset-rime units more readily than into any other kind of subsyllabic unit. We asked whether this same onset-rime segmentation might also be beneficial in teaching children to read. That is, can children learn more words segmented at the onset-rime boundary (e.g., CL-AP, D-ISH) than words segmented after the vowel (CLA-P, DI-SH)? In three experiments, first-grade students studied single words presented by a computer connected to a high-quality speech synthesizer. Experiment 1 used words of four letters but only three phonemes apiece (e.g., WHIP, DISH). In some of these words the onset-rime segmentation corresponded to the initial bigram (e.g., WH-IP); in some it did not (e.g., D-ISH). Experiments 2 and 3 used words of four letters and four phonemes (e.g., CLAP, CORN). In all three experiments, onset-rime segmentation proved more helpful than postvowel segmentation in short-term learning of the words.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170846"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170846"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170846; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170846]").text(description); $(".js-view-count[data-work-id=50170846]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170846; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170846']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170846]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170846,"title":"Subsyllabic units in computerized reading instruction: Onset-rime vs. Postvowel segmentation*1","translated_title":"","metadata":{"abstract":"Previous studies suggest that adults and children divide spoken syllables into subsyllabic onset-rime units more readily than into any other kind of subsyllabic unit. We asked whether this same onset-rime segmentation might also be beneficial in teaching children to read. That is, can children learn more words segmented at the onset-rime boundary (e.g., CL-AP, D-ISH) than words segmented after the vowel (CLA-P, DI-SH)? In three experiments, first-grade students studied single words presented by a computer connected to a high-quality speech synthesizer. Experiment 1 used words of four letters but only three phonemes apiece (e.g., WHIP, DISH). In some of these words the onset-rime segmentation corresponded to the initial bigram (e.g., WH-IP); in some it did not (e.g., D-ISH). Experiments 2 and 3 used words of four letters and four phonemes (e.g., CLAP, CORN). In all three experiments, onset-rime segmentation proved more helpful than postvowel segmentation in short-term learning of the words.","publication_date":{"day":null,"month":null,"year":1990,"errors":{}},"publication_name":"J Exp Child Psychol"},"translated_abstract":"Previous studies suggest that adults and children divide spoken syllables into subsyllabic onset-rime units more readily than into any other kind of subsyllabic unit. We asked whether this same onset-rime segmentation might also be beneficial in teaching children to read. That is, can children learn more words segmented at the onset-rime boundary (e.g., CL-AP, D-ISH) than words segmented after the vowel (CLA-P, DI-SH)? In three experiments, first-grade students studied single words presented by a computer connected to a high-quality speech synthesizer. Experiment 1 used words of four letters but only three phonemes apiece (e.g., WHIP, DISH). In some of these words the onset-rime segmentation corresponded to the initial bigram (e.g., WH-IP); in some it did not (e.g., D-ISH). Experiments 2 and 3 used words of four letters and four phonemes (e.g., CLAP, CORN). In all three experiments, onset-rime segmentation proved more helpful than postvowel segmentation in short-term learning of the words.","internal_url":"https://www.academia.edu/50170846/Subsyllabic_units_in_computerized_reading_instruction_Onset_rime_vs_Postvowel_segmentation_1","translated_internal_url":"","created_at":"2021-07-22T14:13:00.541-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Subsyllabic_units_in_computerized_reading_instruction_Onset_rime_vs_Postvowel_segmentation_1","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Previous studies suggest that adults and children divide spoken syllables into subsyllabic onset-rime units more readily than into any other kind of subsyllabic unit. We asked whether this same onset-rime segmentation might also be beneficial in teaching children to read. That is, can children learn more words segmented at the onset-rime boundary (e.g., CL-AP, D-ISH) than words segmented after the vowel (CLA-P, DI-SH)? In three experiments, first-grade students studied single words presented by a computer connected to a high-quality speech synthesizer. Experiment 1 used words of four letters but only three phonemes apiece (e.g., WHIP, DISH). In some of these words the onset-rime segmentation corresponded to the initial bigram (e.g., WH-IP); in some it did not (e.g., D-ISH). Experiments 2 and 3 used words of four letters and four phonemes (e.g., CLAP, CORN). In all three experiments, onset-rime segmentation proved more helpful than postvowel segmentation in short-term learning of the words.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading"},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170845"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/50170845/Classification_of_Stops_after_s_by_Children_and_Adults"><img alt="Research paper thumbnail of Classification of Stops after /s/ by Children and Adults" class="work-thumbnail" src="https://attachments.academia-assets.com/68257074/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/50170845/Classification_of_Stops_after_s_by_Children_and_Adults">Classification of Stops after /s/ by Children and Adults</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Research suggests that many young children make consistent, reasonable, but unconventional, judgm...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Research suggests that many young children make consistent, reasonable, but unconventional, judgments about sounds and English spelling. This paper considers the case of the classification of stop consonants after initial /s/. The first experiment used a spelling test and a sound test. The spelling test asked 76 kindergarten and first-grade children what letters they used to spell the second sounds of syllables beginning with /s/-stop clusters. The sound test asked children to pronounce the syllables that remained when /s/ was deleted from syllables with initial /s/-stop clusters. This experiment found that some children consistently classify stops after /s/ as voiced. They spell /spo/ with B rather than P, and they state that /spo/ becomes /bo/ when s is deleted. Such nonstandard responses become less frequent as reading and spelling skills increase. In a second experiment, 24 university students were given spelling and sound tests that used the ibme lists of stimuli as Experiment 1. Experiment 2 confirmed that literate adults classify stops after /s/ as unvoiced, and that some adults are not very much aware of the phonetic similarity between stops after /s/ and voiced stops.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="df1b0df256cba03c5a9cc2a33d86c4c1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68257074,"asset_id":50170845,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68257074/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170845"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170845"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170845; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170845]").text(description); $(".js-view-count[data-work-id=50170845]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170845; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170845']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "df1b0df256cba03c5a9cc2a33d86c4c1" } } $('.js-work-strip[data-work-id=50170845]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170845,"title":"Classification of Stops after /s/ by Children and Adults","translated_title":"","metadata":{"grobid_abstract":"Research suggests that many young children make consistent, reasonable, but unconventional, judgments about sounds and English spelling. This paper considers the case of the classification of stop consonants after initial /s/. The first experiment used a spelling test and a sound test. The spelling test asked 76 kindergarten and first-grade children what letters they used to spell the second sounds of syllables beginning with /s/-stop clusters. The sound test asked children to pronounce the syllables that remained when /s/ was deleted from syllables with initial /s/-stop clusters. This experiment found that some children consistently classify stops after /s/ as voiced. They spell /spo/ with B rather than P, and they state that /spo/ becomes /bo/ when s is deleted. Such nonstandard responses become less frequent as reading and spelling skills increase. In a second experiment, 24 university students were given spelling and sound tests that used the ibme lists of stimuli as Experiment 1. Experiment 2 confirmed that literate adults classify stops after /s/ as unvoiced, and that some adults are not very much aware of the phonetic similarity between stops after /s/ and voiced stops.","publication_date":{"day":1,"month":10,"year":1982,"errors":{}},"grobid_abstract_attachment_id":68257074},"translated_abstract":null,"internal_url":"https://www.academia.edu/50170845/Classification_of_Stops_after_s_by_Children_and_Adults","translated_internal_url":"","created_at":"2021-07-22T14:13:00.439-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":68257074,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68257074/thumbnails/1.jpg","file_name":"ED231214.pdf","download_url":"https://www.academia.edu/attachments/68257074/download_file","bulk_download_file_name":"Classification_of_Stops_after_s_by_Child.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68257074/ED231214-libre.pdf?1626989211=\u0026response-content-disposition=attachment%3B+filename%3DClassification_of_Stops_after_s_by_Child.pdf\u0026Expires=1738613474\u0026Signature=Lf7EU-VN4ZCdmFZ1KUQ8wOXvjOOC56rYJsRvEIj~w7WsAvTWOkp~9z7s1oHfC9V15IF-MJcOx5qicNbyuwZw1hk2I7YxgqmnykixEkd4~pN~qmVUea2QhaqemfwSuQyNYny2ftbcoKCIS7CJNbN6ZNbSqAgKb--TnKg~FEBjBKWGuTxnlu6s4f29n6GzkS~VttYxgbtsROCpHSpPRYYXTpzVeKn2I6RVKVPfIO3onsJRGiAyJVliaDhvdeAqG0bVp6jhomiPAfxfn6LkD2eKTfkXhmRTqzYmu4dQutrIPShymlIVchpwlpJZNpfzcDWZUSZXqWgDLzoUdCtFbNi6Zw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Classification_of_Stops_after_s_by_Children_and_Adults","translated_slug":"","page_count":34,"language":"en","content_type":"Work","summary":"Research suggests that many young children make consistent, reasonable, but unconventional, judgments about sounds and English spelling. This paper considers the case of the classification of stop consonants after initial /s/. The first experiment used a spelling test and a sound test. The spelling test asked 76 kindergarten and first-grade children what letters they used to spell the second sounds of syllables beginning with /s/-stop clusters. The sound test asked children to pronounce the syllables that remained when /s/ was deleted from syllables with initial /s/-stop clusters. This experiment found that some children consistently classify stops after /s/ as voiced. They spell /spo/ with B rather than P, and they state that /spo/ becomes /bo/ when s is deleted. Such nonstandard responses become less frequent as reading and spelling skills increase. In a second experiment, 24 university students were given spelling and sound tests that used the ibme lists of stimuli as Experiment 1. 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This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. These redundancies also mean that readers must often supplement the visual information that they do take in with knowledge about the language and about the world.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170844"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170844"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170844; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170844]").text(description); $(".js-view-count[data-work-id=50170844]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170844; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170844']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170844]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170844,"title":"Writing systems: Their properties and implications for reading","translated_title":"","metadata":{"abstract":"ABSTRACT An understanding of the nature of writing is an important foundation for studies of how people read and how they learn to read. 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This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. These redundancies also mean that readers must often supplement the visual information that they do take in with knowledge about the language and about the world.","internal_url":"https://www.academia.edu/50170844/Writing_systems_Their_properties_and_implications_for_reading","translated_internal_url":"","created_at":"2021-07-22T14:13:00.359-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Writing_systems_Their_properties_and_implications_for_reading","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"ABSTRACT An understanding of the nature of writing is an important foundation for studies of how people read and how they learn to read. This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. These redundancies also mean that readers must often supplement the visual information that they do take in with knowledge about the language and about the world.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2857711" id="papers"><div class="js-work-strip profile--work_container" data-work-id="123781858"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123781858/WritingDinosaurLarge_andMosquitoSmall_Prephonological_Spellers_Use_of_Semantic_Information"><img alt="Research paper thumbnail of WritingDinosaurLarge andMosquitoSmall: Prephonological Spellers’ Use of Semantic Information" class="work-thumbnail" src="https://attachments.academia-assets.com/118134165/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123781858/WritingDinosaurLarge_andMosquitoSmall_Prephonological_Spellers_Use_of_Semantic_Information">WritingDinosaurLarge andMosquitoSmall: Prephonological Spellers’ Use of Semantic Information</a></div><div class="wp-workCard_item"><span>Scientific Studies of Reading</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">One influential theory of literacy development, the constructivist perspective, claims that young...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">One influential theory of literacy development, the constructivist perspective, claims that young children believe that writing represents meaning directly and that the appearance of a written word should reflect characteristics of its referent. There has not been strong evidence supporting this idea, however. Circumventing several methodological concerns with previous studies, we examined written spellings of young children who did not yet use letters to represent the sounds of words, that is, prephonological spellers. We identified 38 prephonological spellers (mean age 4 years 2 months) and measured the area of their writing productions. Prephonological spellers made significantly larger productions for words representing large objects than those representing small objects. This effect held true after controlling for the influences of other variables, including size of writing on previous trials and order of trial in a session. Our results suggest that young children sometimes use drawing-like features to communicate the meaning of words when writing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="66213c33b2be985fcbe11f9305202169" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118134165,"asset_id":123781858,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118134165/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123781858"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123781858"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123781858; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=123781858]").text(description); $(".js-view-count[data-work-id=123781858]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 123781858; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='123781858']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "66213c33b2be985fcbe11f9305202169" } } $('.js-work-strip[data-work-id=123781858]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":123781858,"title":"WritingDinosaurLarge andMosquitoSmall: Prephonological Spellers’ Use of Semantic Information","translated_title":"","metadata":{"publisher":"Informa UK Limited","grobid_abstract":"One influential theory of literacy development, the constructivist perspective, claims that young children believe that writing represents meaning directly and that the appearance of a written word should reflect characteristics of its referent. 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There has not been strong evidence supporting this idea, however. Circumventing several methodological concerns with previous studies, we examined written spellings of young children who did not yet use letters to represent the sounds of words, that is, prephonological spellers. We identified 38 prephonological spellers (mean age 4 years 2 months) and measured the area of their writing productions. Prephonological spellers made significantly larger productions for words representing large objects than those representing small objects. This effect held true after controlling for the influences of other variables, including size of writing on previous trials and order of trial in a session. 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In thi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Learning to produce the written forms of individual words is an important part of writing. In this article, I review research on how children acquire this skill. I begin by discussing young children’s knowledge about the visual appearance of writing and then consider how learners of alphabetic writing systems begin to use letters to symbolize the sounds they hear in words. The English writing system, the focus of this review, is complex. In the final section of the article, I discuss how older children learn about its subtler patterns. Implications of the research for how children learn and for how spelling should be taught are considered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f7a8108a9582df059fafb27cb4f83946" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68257067,"asset_id":50170861,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68257067/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170861"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170861"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170861; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170861]").text(description); $(".js-view-count[data-work-id=50170861]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170861; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170861']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f7a8108a9582df059fafb27cb4f83946" } } $('.js-work-strip[data-work-id=50170861]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170861,"title":"Learning to Write Words","translated_title":"","metadata":{"abstract":"Learning to produce the written forms of individual words is an important part of writing. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170859"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170859/Learning_to_Spell_Phonologically_Influences_of_Children_s_Own_Names"><img alt="Research paper thumbnail of Learning to Spell Phonologically: Influences of Children’s Own Names" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170859/Learning_to_Spell_Phonologically_Influences_of_Children_s_Own_Names">Learning to Spell Phonologically: Influences of Children’s Own Names</a></div><div class="wp-workCard_item"><span>Scientific Studies of Reading</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170859"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170859"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170859; 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The present study examined the phonological and graphotactic factors that influence adults' use of single versus double medial consonants in the spelling of nonwords. We tested 111 adults from a community sample who varied widely in spelling ability. Better spellers were more affected than less good spellers by phonological context in that they were more likely to double consonants after short vowels and less likely to double consonants after long vowels. Although descriptions of the English writing system focus on the role of phonology in determining use of single versus double consonants, participants were also influenced by graphotactic context. There was an effect of preceding graphotactic context, such that spellers were less likely to use a double consonant when they spelled the preceding vowel with more than one letter than when they spelled it with one letter. There was also an effect of following graphotactic context, such that doubling rate varied with the letters that the participant used at the end of the nonword. These graphotactic influences did not differ significantly in strength across the range of spelling ability in our study. Discussion focuses on the role of statistical learning in the learning of spelling patterns, especially those patterns that are not explicitly taught.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e47b535b8f107f4d0fd19aa28ff3f2de" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68257076,"asset_id":50170858,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68257076/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170858"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170858"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170858; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170858]").text(description); $(".js-view-count[data-work-id=50170858]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170858; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170858']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e47b535b8f107f4d0fd19aa28ff3f2de" } } $('.js-work-strip[data-work-id=50170858]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170858,"title":"Phonological and graphotactic influences on spellers’ decisions about consonant doubling","translated_title":"","metadata":{"publisher":"Springer Nature","grobid_abstract":"Even adults sometimes have difficulty choosing between single-and double-letter spellings, as in spinet versus spinnet. 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Characteristics that are specific to the writing system of the child&#39;s culture emerge only later. We tested this hypothesis by presenting adults who knew both Chinese and English with written productions of Chinese and United States 2- to 5-year-olds and asking them to judge the nationality of the writer. Adults performed significantly above the level expected by chance even with the productions of 2- and 3-year-olds, suggesting that knowledge of language-specific characteristics emerges earlier than previously thought. Children appeared to show more language-specific characteristics in their names than in other writings, for adults performed better with children&#39;s names than with other items. Statement of contribution What is already known on this subject? Children&#39;s early attempts to write may show general properties...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170854"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170854"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170854; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170854]").text(description); $(".js-view-count[data-work-id=50170854]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170854; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170854']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170854]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170854,"title":"Preschoolers' knowledge about language-specific properties of writing","translated_title":"","metadata":{"abstract":"According to the differentiation hypothesis, young children\u0026#39;s attempts to write show characteristics common to all writing systems, such as linearity. Characteristics that are specific to the writing system of the child\u0026#39;s culture emerge only later. We tested this hypothesis by presenting adults who knew both Chinese and English with written productions of Chinese and United States 2- to 5-year-olds and asking them to judge the nationality of the writer. Adults performed significantly above the level expected by chance even with the productions of 2- and 3-year-olds, suggesting that knowledge of language-specific characteristics emerges earlier than previously thought. Children appeared to show more language-specific characteristics in their names than in other writings, for adults performed better with children\u0026#39;s names than with other items. Statement of contribution What is already known on this subject? Children\u0026#39;s early attempts to write may show general properties...","publication_date":{"day":25,"month":1,"year":2018,"errors":{}},"publication_name":"The British journal of developmental psychology"},"translated_abstract":"According to the differentiation hypothesis, young children\u0026#39;s attempts to write show characteristics common to all writing systems, such as linearity. Characteristics that are specific to the writing system of the child\u0026#39;s culture emerge only later. We tested this hypothesis by presenting adults who knew both Chinese and English with written productions of Chinese and United States 2- to 5-year-olds and asking them to judge the nationality of the writer. Adults performed significantly above the level expected by chance even with the productions of 2- and 3-year-olds, suggesting that knowledge of language-specific characteristics emerges earlier than previously thought. Children appeared to show more language-specific characteristics in their names than in other writings, for adults performed better with children\u0026#39;s names than with other items. Statement of contribution What is already known on this subject? Children\u0026#39;s early attempts to write may show general properties...","internal_url":"https://www.academia.edu/50170854/Preschoolers_knowledge_about_language_specific_properties_of_writing","translated_internal_url":"","created_at":"2021-07-22T14:13:01.474-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Preschoolers_knowledge_about_language_specific_properties_of_writing","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"According to the differentiation hypothesis, young children\u0026#39;s attempts to write show characteristics common to all writing systems, such as linearity. Characteristics that are specific to the writing system of the child\u0026#39;s culture emerge only later. We tested this hypothesis by presenting adults who knew both Chinese and English with written productions of Chinese and United States 2- to 5-year-olds and asking them to judge the nationality of the writer. Adults performed significantly above the level expected by chance even with the productions of 2- and 3-year-olds, suggesting that knowledge of language-specific characteristics emerges earlier than previously thought. Children appeared to show more language-specific characteristics in their names than in other writings, for adults performed better with children\u0026#39;s names than with other items. Statement of contribution What is already known on this subject? Children\u0026#39;s early attempts to write may show general properties...","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170853"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170853/Parent_child_conversations_about_literacy_a_longitudinal_observational_study"><img alt="Research paper thumbnail of Parent–child conversations about literacy: a longitudinal, observational study" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170853/Parent_child_conversations_about_literacy_a_longitudinal_observational_study">Parent–child conversations about literacy: a longitudinal, observational study</a></div><div class="wp-workCard_item"><span>Journal of Child Language</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Conversations about literacy-related matters with parents can help prepare children for formal li...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Conversations about literacy-related matters with parents can help prepare children for formal literacy instruction. We studied these conversations using data gathered from fifty-six US families as they engaged in daily activities at home. Analyzing conversations when children were aged 1;10, 2;6, 3;6, and 4;2, we found that explicit talk about the elements and processes of reading and writing occurred even when children were less than two years old and became more common as children grew older. The majority of literacy-related conversations included talk about alphabet letters. Literacy-related conversations occurred in a variety of contexts, not only book-reading. There were few differences as a function of family socioeconomic status in the proportion of utterances during the sessions that occurred in literacy-related conversations. At older ages, however, children in families of lower socioeconomic status bore more of the conversational burden than children in families of higher...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170853"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170853"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170853; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170853]").text(description); $(".js-view-count[data-work-id=50170853]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170853; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170853']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170853]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170853,"title":"Parent–child conversations about literacy: a longitudinal, observational study","translated_title":"","metadata":{"abstract":"Conversations about literacy-related matters with parents can help prepare children for formal literacy instruction. We studied these conversations using data gathered from fifty-six US families as they engaged in daily activities at home. Analyzing conversations when children were aged 1;10, 2;6, 3;6, and 4;2, we found that explicit talk about the elements and processes of reading and writing occurred even when children were less than two years old and became more common as children grew older. The majority of literacy-related conversations included talk about alphabet letters. Literacy-related conversations occurred in a variety of contexts, not only book-reading. There were few differences as a function of family socioeconomic status in the proportion of utterances during the sessions that occurred in literacy-related conversations. At older ages, however, children in families of lower socioeconomic status bore more of the conversational burden than children in families of higher...","publisher":"Cambridge University Press (CUP)","publication_name":"Journal of Child Language"},"translated_abstract":"Conversations about literacy-related matters with parents can help prepare children for formal literacy instruction. We studied these conversations using data gathered from fifty-six US families as they engaged in daily activities at home. Analyzing conversations when children were aged 1;10, 2;6, 3;6, and 4;2, we found that explicit talk about the elements and processes of reading and writing occurred even when children were less than two years old and became more common as children grew older. The majority of literacy-related conversations included talk about alphabet letters. Literacy-related conversations occurred in a variety of contexts, not only book-reading. There were few differences as a function of family socioeconomic status in the proportion of utterances during the sessions that occurred in literacy-related conversations. At older ages, however, children in families of lower socioeconomic status bore more of the conversational burden than children in families of higher...","internal_url":"https://www.academia.edu/50170853/Parent_child_conversations_about_literacy_a_longitudinal_observational_study","translated_internal_url":"","created_at":"2021-07-22T14:13:01.328-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Parent_child_conversations_about_literacy_a_longitudinal_observational_study","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Conversations about literacy-related matters with parents can help prepare children for formal literacy instruction. We studied these conversations using data gathered from fifty-six US families as they engaged in daily activities at home. Analyzing conversations when children were aged 1;10, 2;6, 3;6, and 4;2, we found that explicit talk about the elements and processes of reading and writing occurred even when children were less than two years old and became more common as children grew older. The majority of literacy-related conversations included talk about alphabet letters. Literacy-related conversations occurred in a variety of contexts, not only book-reading. There were few differences as a function of family socioeconomic status in the proportion of utterances during the sessions that occurred in literacy-related conversations. At older ages, however, children in families of lower socioeconomic status bore more of the conversational burden than children in families of higher...","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":177125,"name":"Language Culture and Communication","url":"https://www.academia.edu/Documents/in/Language_Culture_and_Communication"},{"id":1239165,"name":"Child Language","url":"https://www.academia.edu/Documents/in/Child_Language"},{"id":2922956,"name":"Psychology and Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences"},{"id":3763225,"name":"Medical and Health Sciences","url":"https://www.academia.edu/Documents/in/Medical_and_Health_Sciences"}],"urls":[{"id":10524208,"url":"https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0305000917000307"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170852"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170852/Statistical_Learning_and_Spelling_Older_Prephonological_Spellers_Produce_More_Wordlike_Spellings_Than_Younger_Prephonological_Spellers"><img alt="Research paper thumbnail of Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170852/Statistical_Learning_and_Spelling_Older_Prephonological_Spellers_Produce_More_Wordlike_Spellings_Than_Younger_Prephonological_Spellers">Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers</a></div><div class="wp-workCard_item"><span>Child Development</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months-5 years, 6 month...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months-5 years, 6 months) who were prephonological spellers, in that they wrote using letters that did not reflect the phonemes in the target items. Supporting the idea that children use their statistical learning skills to learn about the outer form of writing before they begin to spell phonologically, older prephonological spellers showed more knowledge about English letter patterns than did younger prephonological spellers. The written productions of older prephonological spellers were rated by adults as more similar to English words than were the productions of younger prephonological spellers. The older children s spellings were also more wordlike on several objective measures, including length, variability of letters within words, and digram frequency.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170852"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170852"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170852; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170852]").text(description); $(".js-view-count[data-work-id=50170852]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170852; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170852']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170852]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170852,"title":"Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers","translated_title":"","metadata":{"abstract":"The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months-5 years, 6 months) who were prephonological spellers, in that they wrote using letters that did not reflect the phonemes in the target items. Supporting the idea that children use their statistical learning skills to learn about the outer form of writing before they begin to spell phonologically, older prephonological spellers showed more knowledge about English letter patterns than did younger prephonological spellers. The written productions of older prephonological spellers were rated by adults as more similar to English words than were the productions of younger prephonological spellers. The older children s spellings were also more wordlike on several objective measures, including length, variability of letters within words, and digram frequency.","publisher":"Wiley-Blackwell","publication_name":"Child Development"},"translated_abstract":"The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months-5 years, 6 months) who were prephonological spellers, in that they wrote using letters that did not reflect the phonemes in the target items. Supporting the idea that children use their statistical learning skills to learn about the outer form of writing before they begin to spell phonologically, older prephonological spellers showed more knowledge about English letter patterns than did younger prephonological spellers. The written productions of older prephonological spellers were rated by adults as more similar to English words than were the productions of younger prephonological spellers. The older children s spellings were also more wordlike on several objective measures, including length, variability of letters within words, and digram frequency.","internal_url":"https://www.academia.edu/50170852/Statistical_Learning_and_Spelling_Older_Prephonological_Spellers_Produce_More_Wordlike_Spellings_Than_Younger_Prephonological_Spellers","translated_internal_url":"","created_at":"2021-07-22T14:13:01.188-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Statistical_Learning_and_Spelling_Older_Prephonological_Spellers_Produce_More_Wordlike_Spellings_Than_Younger_Prephonological_Spellers","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months-5 years, 6 months) who were prephonological spellers, in that they wrote using letters that did not reflect the phonemes in the target items. Supporting the idea that children use their statistical learning skills to learn about the outer form of writing before they begin to spell phonologically, older prephonological spellers showed more knowledge about English letter patterns than did younger prephonological spellers. The written productions of older prephonological spellers were rated by adults as more similar to English words than were the productions of younger prephonological spellers. The older children s spellings were also more wordlike on several objective measures, including length, variability of letters within words, and digram frequency.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development"}],"urls":[{"id":10524207,"url":"https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fcdev.12893"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170851"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170851/Learning_to_spell_Phonology_and_beyond"><img alt="Research paper thumbnail of Learning to spell: Phonology and beyond" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170851/Learning_to_spell_Phonology_and_beyond">Learning to spell: Phonology and beyond</a></div><div class="wp-workCard_item"><span>Cognitive Neuropsychology</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">An understanding of the nature of writing systems and of the typical course of spelling developme...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">An understanding of the nature of writing systems and of the typical course of spelling development is an essential foundation for understanding the problems of children who have serious difficulties in learning to spell. The present article seeks to provide that foundation. It argues that the dual-route models of spelling that underlie much existing research and practice are based on overly simple assumptions about how writing systems work and about how spelling skills develop. Many writing systems include not only context-free links from phonemes to letters but also context-sensitive phonological patterns, morphological influences, and graphotactic patterns. According to an alternative framework, IMP (integration of multiple patterns), spellers acquire multiple sources of information through use of their statistical-learning skills and through direct instruction. Children learn the spelling of a word most easily when different patterns converge on the spelling, and they have difficulty when patterns conflict. Implications of these ideas for assessment and instruction are considered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170851"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170851"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170851; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170851]").text(description); $(".js-view-count[data-work-id=50170851]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170851; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170851']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170851]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170851,"title":"Learning to spell: Phonology and beyond","internal_url":"https://www.academia.edu/50170851/Learning_to_spell_Phonology_and_beyond","owner_id":29808287,"coauthors_can_edit":true,"owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170850"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170850/Differentiation_of_writing_and_drawing_by_U_S_two_to_five_year_olds"><img alt="Research paper thumbnail of Differentiation of writing and drawing by U.S. two- to five-year-olds" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170850/Differentiation_of_writing_and_drawing_by_U_S_two_to_five_year_olds">Differentiation of writing and drawing by U.S. two- to five-year-olds</a></div><div class="wp-workCard_item"><span>Cognitive Development</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">To investigate preschoolers&amp;amp;amp;#39; knowledge about symbol systems, we compared the writ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">To investigate preschoolers&amp;amp;amp;#39; knowledge about symbol systems, we compared the written and drawn productions of 2-5-year-old U.S. children. In Study 1, children (N = 88) wrote and drew four targets, including their own name and a picture of themselves. Children differentiated writings from drawings in the implements they used, the size of their productions, and use of recognizable letters. Some distinctions were present in the youngest children and others became more prominent with age. In Study 2, adults (N = 16) who judged whether the productions were writings or drawings performed above the level of chance for all age groups. Adults did better for children&amp;amp;amp;#39;s names and self-portraits than for other targets, suggesting that the name plays a leading role in U.S. children&amp;amp;amp;#39;s learning about writing. Overall, the results show that children begin to learn about formal differences between writing and drawing at an early age.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170850"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170850"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170850; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170850]").text(description); $(".js-view-count[data-work-id=50170850]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170850; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170850']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170850]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170850,"title":"Differentiation of writing and drawing by U.S. two- to five-year-olds","translated_title":"","metadata":{"abstract":"To investigate preschoolers\u0026amp;amp;amp;#39; knowledge about symbol systems, we compared the written and drawn productions of 2-5-year-old U.S. children. In Study 1, children (N = 88) wrote and drew four targets, including their own name and a picture of themselves. Children differentiated writings from drawings in the implements they used, the size of their productions, and use of recognizable letters. Some distinctions were present in the youngest children and others became more prominent with age. In Study 2, adults (N = 16) who judged whether the productions were writings or drawings performed above the level of chance for all age groups. Adults did better for children\u0026amp;amp;amp;#39;s names and self-portraits than for other targets, suggesting that the name plays a leading role in U.S. children\u0026amp;amp;amp;#39;s learning about writing. Overall, the results show that children begin to learn about formal differences between writing and drawing at an early age.","publisher":"Elsevier BV","publication_name":"Cognitive Development"},"translated_abstract":"To investigate preschoolers\u0026amp;amp;amp;#39; knowledge about symbol systems, we compared the written and drawn productions of 2-5-year-old U.S. children. In Study 1, children (N = 88) wrote and drew four targets, including their own name and a picture of themselves. Children differentiated writings from drawings in the implements they used, the size of their productions, and use of recognizable letters. Some distinctions were present in the youngest children and others became more prominent with age. In Study 2, adults (N = 16) who judged whether the productions were writings or drawings performed above the level of chance for all age groups. Adults did better for children\u0026amp;amp;amp;#39;s names and self-portraits than for other targets, suggesting that the name plays a leading role in U.S. children\u0026amp;amp;amp;#39;s learning about writing. Overall, the results show that children begin to learn about formal differences between writing and drawing at an early age.","internal_url":"https://www.academia.edu/50170850/Differentiation_of_writing_and_drawing_by_U_S_two_to_five_year_olds","translated_internal_url":"","created_at":"2021-07-22T14:13:00.933-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Differentiation_of_writing_and_drawing_by_U_S_two_to_five_year_olds","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"To investigate preschoolers\u0026amp;amp;amp;#39; knowledge about symbol systems, we compared the written and drawn productions of 2-5-year-old U.S. children. In Study 1, children (N = 88) wrote and drew four targets, including their own name and a picture of themselves. Children differentiated writings from drawings in the implements they used, the size of their productions, and use of recognizable letters. Some distinctions were present in the youngest children and others became more prominent with age. In Study 2, adults (N = 16) who judged whether the productions were writings or drawings performed above the level of chance for all age groups. Adults did better for children\u0026amp;amp;amp;#39;s names and self-portraits than for other targets, suggesting that the name plays a leading role in U.S. children\u0026amp;amp;amp;#39;s learning about writing. Overall, the results show that children begin to learn about formal differences between writing and drawing at an early age.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development"}],"urls":[{"id":10524205,"url":"http://api.elsevier.com/content/article/PII:S088520141630082X?httpAccept=text/xml"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170849"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170849/Writing_Systems_and_Spelling_Development"><img alt="Research paper thumbnail of Writing Systems and Spelling Development" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170849/Writing_Systems_and_Spelling_Development">Writing Systems and Spelling Development</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter differs from most of its companions in addressing literacy from the stand-point of t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter differs from most of its companions in addressing literacy from the stand-point of the writer rather than the reader. Literacy research has concentrated on reading, but without the ability to write a person could scarcely be called literate. A full under-standing of ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170849"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170849"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170849; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170849]").text(description); $(".js-view-count[data-work-id=50170849]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170849; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170849']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170849]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170849,"title":"Writing Systems and Spelling Development","translated_title":"","metadata":{"abstract":"This chapter differs from most of its companions in addressing literacy from the stand-point of the writer rather than the reader. Literacy research has concentrated on reading, but without the ability to write a person could scarcely be called literate. A full under-standing of ...","publication_date":{"day":null,"month":null,"year":2000,"errors":{}}},"translated_abstract":"This chapter differs from most of its companions in addressing literacy from the stand-point of the writer rather than the reader. Literacy research has concentrated on reading, but without the ability to write a person could scarcely be called literate. A full under-standing of ...","internal_url":"https://www.academia.edu/50170849/Writing_Systems_and_Spelling_Development","translated_internal_url":"","created_at":"2021-07-22T14:13:00.803-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Writing_Systems_and_Spelling_Development","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"This chapter differs from most of its companions in addressing literacy from the stand-point of the writer rather than the reader. Literacy research has concentrated on reading, but without the ability to write a person could scarcely be called literate. A full under-standing of ...","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology"},{"id":8581,"name":"Psychology of Language","url":"https://www.academia.edu/Documents/in/Psychology_of_Language"},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing"},{"id":20492,"name":"Spelling","url":"https://www.academia.edu/Documents/in/Spelling"},{"id":2511840,"name":"spelling development","url":"https://www.academia.edu/Documents/in/spelling_development"}],"urls":[{"id":10524204,"url":"http://spell.psychology.wustl.edu/WritingSystems/WritingSystems.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170848"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170848/Measures_of_Kindergarten_Spelling_and_Their_Relations_to_Later_Spelling_Performance"><img alt="Research paper thumbnail of Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170848/Measures_of_Kindergarten_Spelling_and_Their_Relations_to_Later_Spelling_Performance">Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance</a></div><div class="wp-workCard_item"><span>Scientific Studies of Reading</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Learning the orthographic forms of words is important for both spelling and reading. To determine...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s tendency to reverse letters in kindergarten.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170848"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170848"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170848; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170848]").text(description); $(".js-view-count[data-work-id=50170848]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170848; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170848']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170848]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170848,"title":"Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance","translated_title":"","metadata":{"abstract":"Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s tendency to reverse letters in kindergarten.","publisher":"Informa UK Limited","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Scientific Studies of Reading"},"translated_abstract":"Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s tendency to reverse letters in kindergarten.","internal_url":"https://www.academia.edu/50170848/Measures_of_Kindergarten_Spelling_and_Their_Relations_to_Later_Spelling_Performance","translated_internal_url":"","created_at":"2021-07-22T14:13:00.715-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Measures_of_Kindergarten_Spelling_and_Their_Relations_to_Later_Spelling_Performance","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s tendency to reverse letters in kindergarten.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":2922956,"name":"Psychology and Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170847"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/50170847/Common_phoneme_and_overall_similarity_relations_among_spoken_syllables_their_use_by_children_and_ad"><img alt="Research paper thumbnail of Common phoneme and overall similarity relations among spoken syllables: their use by children and ad" class="work-thumbnail" src="https://attachments.academia-assets.com/68257078/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/50170847/Common_phoneme_and_overall_similarity_relations_among_spoken_syllables_their_use_by_children_and_ad">Common phoneme and overall similarity relations among spoken syllables: their use by children and ad</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper contrasts two kinds of relations among spoken syllables. One relation is based on a si...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper contrasts two kinds of relations among spoken syllables. One relation is based on a single common phoneme; the second is based on overall similarity of whole syllables. On the basis of recent studies with multidimensional visual stimuli, we hypothesized that preliterate children respond primarily to overall similarity relations among syllables, whereas literate adults respond primarily to common phoneme relations. These hypotheses were tested in two experiments using spoken syllables. Experiment 1 investigated the classification of syllables by preliterate children (mean age: 4 years 4 months) and college students. Experiment 2 studied the memory confusions among syllables by children (mean age: 4 years 8 months) and college students. The results ~f both experiments suggest that overall similarity relations are primary for preliterate children, while common phoneme relations are primary for adults. Moreover, children's limited use of common phoneme relations is not confined to tasks that require explicit judgments about language. Implications for the learning of reading are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9be484fd71611294429fc2bb86fafa16" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68257078,"asset_id":50170847,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68257078/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170847"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170847"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170847; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170847]").text(description); $(".js-view-count[data-work-id=50170847]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170847; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170847']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9be484fd71611294429fc2bb86fafa16" } } $('.js-work-strip[data-work-id=50170847]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170847,"title":"Common phoneme and overall similarity relations among spoken syllables: their use by children and ad","translated_title":"","metadata":{"ai_title_tag":"Phoneme vs Similarity Relations in Syllables: Child vs Adult Responses","grobid_abstract":"This paper contrasts two kinds of relations among spoken syllables. One relation is based on a single common phoneme; the second is based on overall similarity of whole syllables. On the basis of recent studies with multidimensional visual stimuli, we hypothesized that preliterate children respond primarily to overall similarity relations among syllables, whereas literate adults respond primarily to common phoneme relations. These hypotheses were tested in two experiments using spoken syllables. Experiment 1 investigated the classification of syllables by preliterate children (mean age: 4 years 4 months) and college students. Experiment 2 studied the memory confusions among syllables by children (mean age: 4 years 8 months) and college students. The results ~f both experiments suggest that overall similarity relations are primary for preliterate children, while common phoneme relations are primary for adults. Moreover, children's limited use of common phoneme relations is not confined to tasks that require explicit judgments about language. Implications for the learning of reading are discussed.","publication_date":{"day":null,"month":null,"year":1982,"errors":{}},"grobid_abstract_attachment_id":68257078},"translated_abstract":null,"internal_url":"https://www.academia.edu/50170847/Common_phoneme_and_overall_similarity_relations_among_spoken_syllables_their_use_by_children_and_ad","translated_internal_url":"","created_at":"2021-07-22T14:13:00.623-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":68257078,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68257078/thumbnails/1.jpg","file_name":"bf0106761320210722-14843-186uo4l.pdf","download_url":"https://www.academia.edu/attachments/68257078/download_file","bulk_download_file_name":"Common_phoneme_and_overall_similarity_re.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68257078/bf0106761320210722-14843-186uo4l-libre.pdf?1626989202=\u0026response-content-disposition=attachment%3B+filename%3DCommon_phoneme_and_overall_similarity_re.pdf\u0026Expires=1738613474\u0026Signature=Mjtb3HDkbLUiYEh00RGJbSCSAgxm4u1yq3rw5R9pVSlfWBRWUkEwIN6f994mEWuf3771lGNIP98D8AAQ~iZTvo~bPShJ9rn7UwpNNfmxY7YLDdY5kZv2oFHl2QU-clUjd5ks6fgbCIayHIg3FuGXBkBsE0pbSopOQP1tdRNCCjSMghYJ4ayDvRcgZgokO7OwFnGiHicse80GeYbmQ7baKFFRft241WVgbbKCbqpfmtiHTihtmU3FUpAoAIa3y3iXpcI1nq7ZBWbu34Rvz7LQvtrkytpPA36fKXC3YUE4OsPWp0NK62b2TPByX0ZGzOu38PvGwIkLXTN68MmXr0lO4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Common_phoneme_and_overall_similarity_relations_among_spoken_syllables_their_use_by_children_and_ad","translated_slug":"","page_count":30,"language":"en","content_type":"Work","summary":"This paper contrasts two kinds of relations among spoken syllables. One relation is based on a single common phoneme; the second is based on overall similarity of whole syllables. On the basis of recent studies with multidimensional visual stimuli, we hypothesized that preliterate children respond primarily to overall similarity relations among syllables, whereas literate adults respond primarily to common phoneme relations. These hypotheses were tested in two experiments using spoken syllables. Experiment 1 investigated the classification of syllables by preliterate children (mean age: 4 years 4 months) and college students. Experiment 2 studied the memory confusions among syllables by children (mean age: 4 years 8 months) and college students. The results ~f both experiments suggest that overall similarity relations are primary for preliterate children, while common phoneme relations are primary for adults. Moreover, children's limited use of common phoneme relations is not confined to tasks that require explicit judgments about language. Implications for the learning of reading are discussed.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[{"id":68257078,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68257078/thumbnails/1.jpg","file_name":"bf0106761320210722-14843-186uo4l.pdf","download_url":"https://www.academia.edu/attachments/68257078/download_file","bulk_download_file_name":"Common_phoneme_and_overall_similarity_re.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68257078/bf0106761320210722-14843-186uo4l-libre.pdf?1626989202=\u0026response-content-disposition=attachment%3B+filename%3DCommon_phoneme_and_overall_similarity_re.pdf\u0026Expires=1738613474\u0026Signature=Mjtb3HDkbLUiYEh00RGJbSCSAgxm4u1yq3rw5R9pVSlfWBRWUkEwIN6f994mEWuf3771lGNIP98D8AAQ~iZTvo~bPShJ9rn7UwpNNfmxY7YLDdY5kZv2oFHl2QU-clUjd5ks6fgbCIayHIg3FuGXBkBsE0pbSopOQP1tdRNCCjSMghYJ4ayDvRcgZgokO7OwFnGiHicse80GeYbmQ7baKFFRft241WVgbbKCbqpfmtiHTihtmU3FUpAoAIa3y3iXpcI1nq7ZBWbu34Rvz7LQvtrkytpPA36fKXC3YUE4OsPWp0NK62b2TPByX0ZGzOu38PvGwIkLXTN68MmXr0lO4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics"},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":95014,"name":"Psycholinguistic","url":"https://www.academia.edu/Documents/in/Psycholinguistic"},{"id":102674,"name":"College Students","url":"https://www.academia.edu/Documents/in/College_Students"},{"id":858622,"name":"Multidimensional visualization","url":"https://www.academia.edu/Documents/in/Multidimensional_visualization"},{"id":1239165,"name":"Child Language","url":"https://www.academia.edu/Documents/in/Child_Language"},{"id":2489700,"name":"Child preschool","url":"https://www.academia.edu/Documents/in/Child_preschool"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170846"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170846/Subsyllabic_units_in_computerized_reading_instruction_Onset_rime_vs_Postvowel_segmentation_1"><img alt="Research paper thumbnail of Subsyllabic units in computerized reading instruction: Onset-rime vs. Postvowel segmentation*1" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170846/Subsyllabic_units_in_computerized_reading_instruction_Onset_rime_vs_Postvowel_segmentation_1">Subsyllabic units in computerized reading instruction: Onset-rime vs. Postvowel segmentation*1</a></div><div class="wp-workCard_item"><span>J Exp Child Psychol</span><span>, 1990</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Previous studies suggest that adults and children divide spoken syllables into subsyllabic onset-...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Previous studies suggest that adults and children divide spoken syllables into subsyllabic onset-rime units more readily than into any other kind of subsyllabic unit. We asked whether this same onset-rime segmentation might also be beneficial in teaching children to read. That is, can children learn more words segmented at the onset-rime boundary (e.g., CL-AP, D-ISH) than words segmented after the vowel (CLA-P, DI-SH)? In three experiments, first-grade students studied single words presented by a computer connected to a high-quality speech synthesizer. Experiment 1 used words of four letters but only three phonemes apiece (e.g., WHIP, DISH). In some of these words the onset-rime segmentation corresponded to the initial bigram (e.g., WH-IP); in some it did not (e.g., D-ISH). Experiments 2 and 3 used words of four letters and four phonemes (e.g., CLAP, CORN). In all three experiments, onset-rime segmentation proved more helpful than postvowel segmentation in short-term learning of the words.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170846"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170846"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170846; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170846]").text(description); $(".js-view-count[data-work-id=50170846]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170846; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170846']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170846]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170846,"title":"Subsyllabic units in computerized reading instruction: Onset-rime vs. Postvowel segmentation*1","translated_title":"","metadata":{"abstract":"Previous studies suggest that adults and children divide spoken syllables into subsyllabic onset-rime units more readily than into any other kind of subsyllabic unit. We asked whether this same onset-rime segmentation might also be beneficial in teaching children to read. That is, can children learn more words segmented at the onset-rime boundary (e.g., CL-AP, D-ISH) than words segmented after the vowel (CLA-P, DI-SH)? In three experiments, first-grade students studied single words presented by a computer connected to a high-quality speech synthesizer. Experiment 1 used words of four letters but only three phonemes apiece (e.g., WHIP, DISH). In some of these words the onset-rime segmentation corresponded to the initial bigram (e.g., WH-IP); in some it did not (e.g., D-ISH). Experiments 2 and 3 used words of four letters and four phonemes (e.g., CLAP, CORN). In all three experiments, onset-rime segmentation proved more helpful than postvowel segmentation in short-term learning of the words.","publication_date":{"day":null,"month":null,"year":1990,"errors":{}},"publication_name":"J Exp Child Psychol"},"translated_abstract":"Previous studies suggest that adults and children divide spoken syllables into subsyllabic onset-rime units more readily than into any other kind of subsyllabic unit. We asked whether this same onset-rime segmentation might also be beneficial in teaching children to read. That is, can children learn more words segmented at the onset-rime boundary (e.g., CL-AP, D-ISH) than words segmented after the vowel (CLA-P, DI-SH)? In three experiments, first-grade students studied single words presented by a computer connected to a high-quality speech synthesizer. Experiment 1 used words of four letters but only three phonemes apiece (e.g., WHIP, DISH). In some of these words the onset-rime segmentation corresponded to the initial bigram (e.g., WH-IP); in some it did not (e.g., D-ISH). Experiments 2 and 3 used words of four letters and four phonemes (e.g., CLAP, CORN). In all three experiments, onset-rime segmentation proved more helpful than postvowel segmentation in short-term learning of the words.","internal_url":"https://www.academia.edu/50170846/Subsyllabic_units_in_computerized_reading_instruction_Onset_rime_vs_Postvowel_segmentation_1","translated_internal_url":"","created_at":"2021-07-22T14:13:00.541-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Subsyllabic_units_in_computerized_reading_instruction_Onset_rime_vs_Postvowel_segmentation_1","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Previous studies suggest that adults and children divide spoken syllables into subsyllabic onset-rime units more readily than into any other kind of subsyllabic unit. We asked whether this same onset-rime segmentation might also be beneficial in teaching children to read. That is, can children learn more words segmented at the onset-rime boundary (e.g., CL-AP, D-ISH) than words segmented after the vowel (CLA-P, DI-SH)? In three experiments, first-grade students studied single words presented by a computer connected to a high-quality speech synthesizer. Experiment 1 used words of four letters but only three phonemes apiece (e.g., WHIP, DISH). In some of these words the onset-rime segmentation corresponded to the initial bigram (e.g., WH-IP); in some it did not (e.g., D-ISH). Experiments 2 and 3 used words of four letters and four phonemes (e.g., CLAP, CORN). In all three experiments, onset-rime segmentation proved more helpful than postvowel segmentation in short-term learning of the words.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading"},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170845"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/50170845/Classification_of_Stops_after_s_by_Children_and_Adults"><img alt="Research paper thumbnail of Classification of Stops after /s/ by Children and Adults" class="work-thumbnail" src="https://attachments.academia-assets.com/68257074/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/50170845/Classification_of_Stops_after_s_by_Children_and_Adults">Classification of Stops after /s/ by Children and Adults</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Research suggests that many young children make consistent, reasonable, but unconventional, judgm...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Research suggests that many young children make consistent, reasonable, but unconventional, judgments about sounds and English spelling. This paper considers the case of the classification of stop consonants after initial /s/. The first experiment used a spelling test and a sound test. The spelling test asked 76 kindergarten and first-grade children what letters they used to spell the second sounds of syllables beginning with /s/-stop clusters. The sound test asked children to pronounce the syllables that remained when /s/ was deleted from syllables with initial /s/-stop clusters. This experiment found that some children consistently classify stops after /s/ as voiced. They spell /spo/ with B rather than P, and they state that /spo/ becomes /bo/ when s is deleted. Such nonstandard responses become less frequent as reading and spelling skills increase. In a second experiment, 24 university students were given spelling and sound tests that used the ibme lists of stimuli as Experiment 1. Experiment 2 confirmed that literate adults classify stops after /s/ as unvoiced, and that some adults are not very much aware of the phonetic similarity between stops after /s/ and voiced stops.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="df1b0df256cba03c5a9cc2a33d86c4c1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68257074,"asset_id":50170845,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68257074/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170845"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170845"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170845; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170845]").text(description); $(".js-view-count[data-work-id=50170845]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170845; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170845']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "df1b0df256cba03c5a9cc2a33d86c4c1" } } $('.js-work-strip[data-work-id=50170845]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170845,"title":"Classification of Stops after /s/ by Children and Adults","translated_title":"","metadata":{"grobid_abstract":"Research suggests that many young children make consistent, reasonable, but unconventional, judgments about sounds and English spelling. This paper considers the case of the classification of stop consonants after initial /s/. The first experiment used a spelling test and a sound test. The spelling test asked 76 kindergarten and first-grade children what letters they used to spell the second sounds of syllables beginning with /s/-stop clusters. The sound test asked children to pronounce the syllables that remained when /s/ was deleted from syllables with initial /s/-stop clusters. This experiment found that some children consistently classify stops after /s/ as voiced. They spell /spo/ with B rather than P, and they state that /spo/ becomes /bo/ when s is deleted. Such nonstandard responses become less frequent as reading and spelling skills increase. In a second experiment, 24 university students were given spelling and sound tests that used the ibme lists of stimuli as Experiment 1. Experiment 2 confirmed that literate adults classify stops after /s/ as unvoiced, and that some adults are not very much aware of the phonetic similarity between stops after /s/ and voiced stops.","publication_date":{"day":1,"month":10,"year":1982,"errors":{}},"grobid_abstract_attachment_id":68257074},"translated_abstract":null,"internal_url":"https://www.academia.edu/50170845/Classification_of_Stops_after_s_by_Children_and_Adults","translated_internal_url":"","created_at":"2021-07-22T14:13:00.439-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29808287,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":68257074,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68257074/thumbnails/1.jpg","file_name":"ED231214.pdf","download_url":"https://www.academia.edu/attachments/68257074/download_file","bulk_download_file_name":"Classification_of_Stops_after_s_by_Child.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68257074/ED231214-libre.pdf?1626989211=\u0026response-content-disposition=attachment%3B+filename%3DClassification_of_Stops_after_s_by_Child.pdf\u0026Expires=1738613474\u0026Signature=Lf7EU-VN4ZCdmFZ1KUQ8wOXvjOOC56rYJsRvEIj~w7WsAvTWOkp~9z7s1oHfC9V15IF-MJcOx5qicNbyuwZw1hk2I7YxgqmnykixEkd4~pN~qmVUea2QhaqemfwSuQyNYny2ftbcoKCIS7CJNbN6ZNbSqAgKb--TnKg~FEBjBKWGuTxnlu6s4f29n6GzkS~VttYxgbtsROCpHSpPRYYXTpzVeKn2I6RVKVPfIO3onsJRGiAyJVliaDhvdeAqG0bVp6jhomiPAfxfn6LkD2eKTfkXhmRTqzYmu4dQutrIPShymlIVchpwlpJZNpfzcDWZUSZXqWgDLzoUdCtFbNi6Zw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Classification_of_Stops_after_s_by_Children_and_Adults","translated_slug":"","page_count":34,"language":"en","content_type":"Work","summary":"Research suggests that many young children make consistent, reasonable, but unconventional, judgments about sounds and English spelling. This paper considers the case of the classification of stop consonants after initial /s/. The first experiment used a spelling test and a sound test. The spelling test asked 76 kindergarten and first-grade children what letters they used to spell the second sounds of syllables beginning with /s/-stop clusters. The sound test asked children to pronounce the syllables that remained when /s/ was deleted from syllables with initial /s/-stop clusters. This experiment found that some children consistently classify stops after /s/ as voiced. They spell /spo/ with B rather than P, and they state that /spo/ becomes /bo/ when s is deleted. Such nonstandard responses become less frequent as reading and spelling skills increase. In a second experiment, 24 university students were given spelling and sound tests that used the ibme lists of stimuli as Experiment 1. Experiment 2 confirmed that literate adults classify stops after /s/ as unvoiced, and that some adults are not very much aware of the phonetic similarity between stops after /s/ and voiced stops.","owner":{"id":29808287,"first_name":"Rebecca","middle_initials":null,"last_name":"Treiman","page_name":"RebeccaTreiman","domain_name":"wustl","created_at":"2015-04-17T09:54:23.053-07:00","display_name":"Rebecca Treiman","url":"https://wustl.academia.edu/RebeccaTreiman"},"attachments":[{"id":68257074,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68257074/thumbnails/1.jpg","file_name":"ED231214.pdf","download_url":"https://www.academia.edu/attachments/68257074/download_file","bulk_download_file_name":"Classification_of_Stops_after_s_by_Child.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68257074/ED231214-libre.pdf?1626989211=\u0026response-content-disposition=attachment%3B+filename%3DClassification_of_Stops_after_s_by_Child.pdf\u0026Expires=1738613474\u0026Signature=Lf7EU-VN4ZCdmFZ1KUQ8wOXvjOOC56rYJsRvEIj~w7WsAvTWOkp~9z7s1oHfC9V15IF-MJcOx5qicNbyuwZw1hk2I7YxgqmnykixEkd4~pN~qmVUea2QhaqemfwSuQyNYny2ftbcoKCIS7CJNbN6ZNbSqAgKb--TnKg~FEBjBKWGuTxnlu6s4f29n6GzkS~VttYxgbtsROCpHSpPRYYXTpzVeKn2I6RVKVPfIO3onsJRGiAyJVliaDhvdeAqG0bVp6jhomiPAfxfn6LkD2eKTfkXhmRTqzYmu4dQutrIPShymlIVchpwlpJZNpfzcDWZUSZXqWgDLzoUdCtFbNi6Zw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics"}],"urls":[{"id":10524203,"url":"http://eric.ed.gov/?id=ED231214"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50170844"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/50170844/Writing_systems_Their_properties_and_implications_for_reading"><img alt="Research paper thumbnail of Writing systems: Their properties and implications for reading" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/50170844/Writing_systems_Their_properties_and_implications_for_reading">Writing systems: Their properties and implications for reading</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT An understanding of the nature of writing is an important foundation for studies of how ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT An understanding of the nature of writing is an important foundation for studies of how people read and how they learn to read. This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. These redundancies also mean that readers must often supplement the visual information that they do take in with knowledge about the language and about the world.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50170844"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50170844"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50170844; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50170844]").text(description); $(".js-view-count[data-work-id=50170844]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50170844; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='50170844']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=50170844]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50170844,"title":"Writing systems: Their properties and implications for reading","translated_title":"","metadata":{"abstract":"ABSTRACT An understanding of the nature of writing is an important foundation for studies of how people read and how they learn to read. This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. These redundancies also mean that readers must often supplement the visual information that they do take in with knowledge about the language and about the world.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}}},"translated_abstract":"ABSTRACT An understanding of the nature of writing is an important foundation for studies of how people read and how they learn to read. This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. 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