Use of consonantal context in vowel spelling develops gradually, emerging around age 8 and peaking around age 11¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2–q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: baselines and conditions change

Subclaims¶

q3 i? In a nonword spelling study of U.S. children aged about 6 to 13, influences of the following consonant on vowel spelling appeared from around age 8 and reached a maximum around age 11. → Treiman Rebecca 2013 q2 i? Children younger than about 8 showed no context effects for the examined vowel-consonant pairs, and British 5- and 6-year-olds' choices followed overall frequency only. → Treiman Rebecca 2013 (2)

Evidence¶

Treiman Rebecca 2013¶

Treiman Rebecca, Kessler Brett. (2013). Learning to Use an Alphabetic Writing System. Language Learning and Development. https://doi.org/10.1080/15475441.2013.812016

q3 · i? · review · r3

Experiment 1 of Treiman and Kessler (2006) as reviewed here: U.S. children aged about 6 to 13 spelled nonwords like /klεd/ and /klεb/. Older children produced more ‹ea› spellings before /d/ than /b/, contrary to context-free pooled probabilities.

"For the older children in the study—children of around 8 and older—influences of the following consonant began to be apparent. The effects of consonantal context reached a maximum around the age of 11."

Treiman Rebecca 2013 (2)¶

Treiman Rebecca, Kessler Brett. (2013). Learning to Use an Alphabetic Writing System. Language Learning and Development. https://doi.org/10.1080/15475441.2013.812016

q2 · i? · review · r3

The same study's younger children, and a cited study of British 5- and 6-year-olds, showed vowel choices predicted by overall correspondence frequency with no contextual effect, even though context conditioning exists in children's reading materials.

"children who were younger than around 8 years of age did not show context effects for the particular pairs of vowels and following consonants that were examined."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Preschoolers' writing and writing-related skills increase significantly between ages 3 and 5 on letter, name, and CVC word tasks — related
• The consonants-in-noise model predicts concurrent reading in school-aged children and reliably classifies externally diagnosed learning disability, being most effective at clearing children as unlikely to have an LD — related
• Preschool neurophysiological assessment predicts performance on phonological processing, rapid naming, sentence memory, sight word reading, spelling, and composite reading one year later — related
• Neural coding of consonants in noise strongly predicts phonological processing in 4-year-old pre-readers over and above demographic factors — related