Do young children spell words syllabically? Evidence from learners of Brazilian Portuguese.
The theory that learners of alphabetic writing systems go through a period during which they treat writing as representing syllables is highly influential, especially as applied to learners of Romance languages. The results of Study 1, a 2-year longitudinal study of 76 Portuguese speakers in Brazil from 4 to 6 years of age, did not support this theory. Although most children produced some spellings of words in which the number of letters matched the number of syllables, few children produced significantly more such spellings than expected on the basis of chance. When such spellings did occur, they appeared to reflect partially successful attempts to represent phonemes rather than attempts to represent syllables. Study 2, with 68 Brazilian 4- and 5-year-olds, found similar results even when children spelled words that contained three or four syllables in which all vowels are letter names--conditions that have been thought to favor syllabic spelling. The influential theory that learners of Romance languages go through a period during which they use writing to represent the level of syllables appears to lack a solid empirical foundation.
Department of Psychology, Washington University in St. Louis, St. Louis, MO 63130, USA. Electronic address: rtreiman@wustl.edu.
Rebecca
R
Treiman
Tatiana Cury
TC
Pollo
Cláudia
C
Cardoso-Martins
Brett
B
Kessler
D001938:Brazil; D002648:Child; D002663:Child Language; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007804:Language Development; D008297:Male; D010700:Phonetics; D014825:Vocabulary
Letter names; Literacy development; Prephonological spelling; Spelling; Syllabic stage; Syllables