Differing sequences of metaphonological development in French and English
| Autor: | Pascale Colé, Annie Magnan, Lynne G. Duncan, Philip H. K. Seymour |
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| Přispěvatelé: | Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU) |
| Rok vydání: | 2006 |
| Předmět: |
Male
Linguistics and Language Urban Population First language Metalinguistics Experimental and Cognitive Psychology Vocabulary Language and Linguistics Phonetics Phonological awareness Developmental and Educational Psychology Humans Child ComputingMilieux_MISCELLANEOUS General Psychology Language Tests Age Factors French Phonology Language acquisition Linguistics language.human_language Semantics Language development Socioeconomic Factors Child Preschool [SCCO.PSYC]Cognitive science/Psychology language Female Syllable Psychology Child Language Photic Stimulation |
| Zdroj: | Journal of Child Language Journal of Child Language, Cambridge University Press (CUP), 2006, 33, pp.369-399 |
| ISSN: | 1469-7602 0305-0009 |
| Popis: | Phonological awareness is thought to become increasingly analytic during early childhood. This study examines whether the proposed developmental sequence (syllable→onset-rime→phoneme) varies according to the characteristics of a child's native language. Experiment 1 compares the phonological segmentation skills of English speakers aged 4;11 (N=10), 5;3 (N=21), and 6;5 (N=23) and French speakers aged 5;6 (N=35), and 6;8 (N=34). Experiment 2 assesses performance in the common unit task using English speakers aged 4;7 (N=22), 5;7 (N=23), and 6;11 (N=22), and French speakers aged 4;7 (N=20), 5;6 (N=35), and 6;7 (N=33). The experiments reveal crosslinguistic differences in the processing of syllables prior to school entry with French speakers exhibiting a greater consistency in manipulating syllables. Phoneme awareness emerges in both languages once reading instruction is introduced and rime awareness appears to follow rather than precede this event. Thus, the emergence of phonological awareness did not show a universal pattern but rather was subject to the influence of both native language and literacy. |
| Databáze: | OpenAIRE |
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