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Direct linkTreiman, Rebecca; Stothard, Susan E.; Snowling, Margaret J. – Reading and Writing: An Interdisciplinary Journal, 2013
Letter names are stressed in informal and formal literacy instruction with young children in the US, whereas letters sounds are stressed in England. We examined the impact of these differences on English children of about 5 and 6 years of age (in reception year and Year 1, respectively) and US 6 year olds (in kindergarten). Children in both…
Descriptors: Spelling, Vowels, Alphabets, Young Children
Bowman, Margo; Treiman, Rebecca – Scientific Studies of Reading, 2008
According to many views of literacy development, prereaders use a logographic approach when they attempt to link print and speech. If so, these children should find pairs in which the spelling-pronunciation links are consistent with their writing system no easier to learn than arbitrary pairs. We tested this idea by comparing the ability of U.S.…
Descriptors: Cues, Spelling, Vowels, Written Language
Pollo, Tatiana Cury; Kessler, Brett; Treiman, Rebecca – Journal of Experimental Child Psychology, 2005
Young Portuguese-speaking children have been reported to produce more vowel- and syllable-oriented spellings than have English speakers. To investigate the extent and source of such differences, we analyzed children's vocabulary and found that Portuguese words have more vowel letter names and a higher vowel-consonant ratio than do English words.…
Descriptors: Vowels, Spelling, Portuguese, Syllables
