Abstract
In two experiments we examined how children's nonword pronunciations are influenced by learning words. In Experiment 1, children pronounced nonwords before and after learning words sharing orthographic rimes with the nonwords. These rimes varied in spelling-to-sound consistency and regularity. Children's nonword pronunciations were more sensitive to consistency and regularity after instruction than before. Experiment 2 expanded upon Experiment 1 by modifying the instruction to highlight regularity and consistency in rime unit neighborhoods and by including both younger (M age = 7.6) and older (M age = 9.92) participants. After instruction, Experiment 2 participants demonstrated greater sensitivity to rime unit consistency and regularity than Experiment 1 participants. In both experiments, the children, especially the younger participants, made more adultlike pronunciations after instruction than before. We conclude that learning words varying in consistency and regularity increased the children's sensitivity to these properties.
| Original language | English |
|---|---|
| Pages (from-to) | 407-439 |
| Number of pages | 33 |
| Journal | Scientific Studies of Reading |
| Volume | 14 |
| Issue number | 5 |
| DOIs | |
| State | Published - 2010 |
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All Science Journal Classification (ASJC) codes
- Education
- Psychology (miscellaneous)
Cite this
Learning new words affects nonword pronunciation in children. / Khanna, Maya M.; Cortese, Michael J.; Birchwood, Katharine S.
In: Scientific Studies of Reading, Vol. 14, No. 5, 2010, p. 407-439.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Learning new words affects nonword pronunciation in children
AU - Khanna, Maya M.
AU - Cortese, Michael J.
AU - Birchwood, Katharine S.
PY - 2010
Y1 - 2010
N2 - In two experiments we examined how children's nonword pronunciations are influenced by learning words. In Experiment 1, children pronounced nonwords before and after learning words sharing orthographic rimes with the nonwords. These rimes varied in spelling-to-sound consistency and regularity. Children's nonword pronunciations were more sensitive to consistency and regularity after instruction than before. Experiment 2 expanded upon Experiment 1 by modifying the instruction to highlight regularity and consistency in rime unit neighborhoods and by including both younger (M age = 7.6) and older (M age = 9.92) participants. After instruction, Experiment 2 participants demonstrated greater sensitivity to rime unit consistency and regularity than Experiment 1 participants. In both experiments, the children, especially the younger participants, made more adultlike pronunciations after instruction than before. We conclude that learning words varying in consistency and regularity increased the children's sensitivity to these properties.
AB - In two experiments we examined how children's nonword pronunciations are influenced by learning words. In Experiment 1, children pronounced nonwords before and after learning words sharing orthographic rimes with the nonwords. These rimes varied in spelling-to-sound consistency and regularity. Children's nonword pronunciations were more sensitive to consistency and regularity after instruction than before. Experiment 2 expanded upon Experiment 1 by modifying the instruction to highlight regularity and consistency in rime unit neighborhoods and by including both younger (M age = 7.6) and older (M age = 9.92) participants. After instruction, Experiment 2 participants demonstrated greater sensitivity to rime unit consistency and regularity than Experiment 1 participants. In both experiments, the children, especially the younger participants, made more adultlike pronunciations after instruction than before. We conclude that learning words varying in consistency and regularity increased the children's sensitivity to these properties.
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UR - http://www.scopus.com/inward/citedby.url?scp=77956836318&partnerID=8YFLogxK
U2 - 10.1080/10888431003623512
DO - 10.1080/10888431003623512
M3 - Article
AN - SCOPUS:77956836318
VL - 14
SP - 407
EP - 439
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
SN - 1088-8438
IS - 5
ER -