![]() ![]() ![]() “Many studies have examined how children’s invented spellings improve as they get older, but no previous studies have asked whether children’s spellings improve even before they are able to produce spellings that represent the sounds in words,” Treiman says. For example, children may move from something like KI for “climb” to something like KLIM. These early invented spellings may not represent all of the sounds in a word, but children are clearly listening to the word and trying to use letters to symbolize some of the sounds within it, Treiman says.Īs children get older, these sound-based spellings improve. We tend to think that learning to spell doesn’t really begin until children start inventing spellings that reflect the sounds in spoken words-spellings like C or KI for “climb”. Children often begin to show this knowledge around 5 or 6 years of age when they produce spellings such as BO or BLO for “blow.” Louis.Īn important part of learning to read and spell is learning about how the letters in written words reflect the sounds in spoken words. “Our results show that children begin to learn about the statistics of written language, for example about which letters often appear together and which letters appear together less often, before they learn how letters represent the sounds of a language,” says study coauthor Rebecca Treiman, a professor of psychological and brain sciences at Washington University in St. …children are clearly listening to the word and trying to use letters to symbolize some of the sounds within it… The study provides new evidence that children start to learn about some aspects of reading and writing at a very early age. LouisĬhildren as young as three are already beginning to recognize and follow important rules and patterns governing how letters in the English language fit together to make words, a new study suggests. ![]()
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