The learnability of the alphabetic principle: Children's initial hypotheses about how print represents spoken language

Brian Byrne

78 citations0/0 files storedApplied Psycholinguistics

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Reading and Literacy Development Phonetics and Phonology Research Language Development and Disorders

Abstract

ABSTRACT This research examines the hypotheses about how print represents the speech that preliterate children select when they receive input compatible with several such hypotheses. In Experiment 1, preschoolers were taught to readhatandhatsandbookandbooks. Then, in generalization tests, they were probed for what they had learned about the letters. All of the children were able to transfer to other plurals (e.g., to decide thatbikessaid “bikes” rather than “bike,” and thatdogsaid “dog” and not “dogs”), but only those who knew the sound of the letter s prior to the experiment were able to decide, for example, thatbussaid “bus” and not “bug.” The failure to detect the phonemic value of s on the part of alphabetically naive children was replicated in Experiments 2, 3, and 4, which instituted a variety of controls. In Experiment 5, it was found that, although preschoolers who had been taught to read pairs of words distinguished by the comparative affixer(such assmall/smaller) were able to generalize to other comparatives (e.g.,mean/meaner), they could not generalize to pairs whereerhad no morphemic value (e.g.,corn/corner). A similar failure by alphabetically naive children to detect the syllabic, as compared with the morphemic, status of the superlative affixestwas found in Experiment 6. Overall, the results indicate that most preliterate children fail to select phonologically based hypotheses, even when these are available in the input. Instead, they focus on morphophonology and/or semantic aspects of words' referents. The research is couched in terms of the Learnability Theory (LT) (Gold, 1967), which provides a convenient framework for considering a series of interrelated questions about the acquisition of literacy. In particular, it is argued that if the data available to the child includes the pronunciation of written words, the alphabetic principle may be unlearnable, given the hypothesis selection procedures identified in these experiments.

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References

1983Categorizing sounds and learning to read—a causal connection 2009Language Acquisition: The State of the Art 1988Accelerating language development through picture book reading.1974Explicit syllable and phoneme segmentation in the young child 1986Emergent Literacy: Writing and Reading 1991Language acquisition in the absence of experience 2013Theory and Practice of Early Reading 1992Orthography, Phonology, Morphology, and Meaning

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2007Speech development patterns and phonological awareness in preschool children 2000Introduction to special issue on morphology and the acquisition of alphabetic writing systems 1999Words to Meanings 2013Cognitive Retroactive Transfer (CRT) of Language Skills Among Bilingual Arabic-English Readers 2002Phonological skills and writing of presyllabic children 2005Learning to Read and Spell English Words by Chinese Students

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