TOWARDS THE UNDERSTANDING OF THE ALPHABETIC PRINCIPLE

1 INSTITUTE OF EDUCATION Child Development and Learning UNIVERSITY OF LONDON TOWARDS THE UNDERSTANDING OF THE ALPHABETIC PRINCIPLE CONCEPTUAL CHANGES AS CHILDREN LEARN TO IDENTIFY AND SPELL NOVEL WORDS Maria Helena Baptista Vilares Cordeiro Thesis submitted for the degree of Doctor of Philosophy March 1999 ABSTRACT Although a unifying view of literacy development is already implicit within several studies, much of the knowledge is still fragmented Hence, practitioners lack a comprehensive theoretical framework within which to articulate their practice This thesis contributes to this framework by investigating whether children's conceptions of the alphabetic system: 1) determine the quality of their orthographic representations and their ability to make inferences about graph-phonetic segments, 2) are affected by adults' explanations of how scripts represent speech and by the characteristics of the particular orthography that children are trying to learn Sixty two monolingual Brazilian children (mean age years) and 28 bilingual Portuguese children attending two schools in London (mean age 6:7 years), participated in this study, which involved a brief intervention (20 daily sessions) The findings suggested that children's full understanding of the alphabetic principle is not affected by orthographic transparency and that it is the result of a process involving two levels of conceptual change: 1) The characteristics of written words are not related to their meaning letters represent sub-lexical phonological units This allows children to detect phonological identity of the initial syllable and to produce syllabic spellings by collating letters that represent syllables Explicit information about letter-sound correspondences is not essential for this understanding 2) Adding up the sounds of letters does not produce a word - letters within words or syllables not sound the same as in isolation This discovery triggers the use of partial phonological recoding, the production of syllabicalphabetic spellings, the use of analogies and the detection of phonological identity based on articulatory cues Explicit information about the role of the letters within words may facilitate this understanding and enables the children to work out the grapheme-phoneme correspondence, which is the last step towards grasping the alphabetic principle ACKNOWLEDGMENTS During the long process of producing this dissertation, I met many people who, directly or indirectly, supported me and encouraged me to go on Although I cannot mention all their names, I am aware that, without their help, I would never have been able to finish Special thanks are due: To the Brazilian people, who sponsored my PhD course and this research, through a scholarship provided by CAPES - Ministerio da Educacao e Desporto To the head-teachers and all the staff of the schools and day-care centres where the data collection was carried out, for being so kind and helpful, even when their schedules were disrupted by my intervention A kiss for every child who so willingly participated in this study, even when they had to give up much more interesting activities Without their collaboration, there would be no thesis To Angela Hobsbaum, my supervisor, who was always available to advise me, always sympathetic with my personal problems and even wasted her time to smooth my rudimentary English I'm sorry I could not learn how to use the English prepositions To all the CDL lecturers, in particular to Ian Plewis, Jane Hurry and Richard Cowan, for helping me to solve statistical problems and to Terezinha Nunes, whose lectures always make me realise how precarious is my knowledge about theoretical issues To all the Institute of Education staff, in particular to Anna Brett and Julia Simson, who were always happy to help To the colleagues of the Research Students Society, who fought tirelessly to provide better facilities for all of us To all the colleagues in CDL, for their support and friendship In particular to Milita, Laurens and Antonio, for the long relaxing chats about everything and to Andrew, for inspiring the design of Analogy Spelling task and wasting long hours helping me to find adequate words for the English version of the tasks A very special hug to Rute A thousand words would not be enough to say how much she helped me, including marking children's invented spellings To the staff of Grahame Park Infants and Junior schools, which so competently shared with me the education and the instruction of my daughters To my parents, for all the emotional and financial support and for being always available to take care of my children when I was away To my brother and sisters, who always supported me, in particular to Jii for providing leisure to my children when I was busier To my daughters, Jitlia and Marianne, who spent most of their lives waiting for mummy to finish her dissertations I know how hard it has been, having to compete for attention with the computer A big, big kiss to Heti°, who shared with me all the difficulties and crises and was so brave he gave up his job to follow me I am aware how hard it was to start a new life in a foreign country, having to learn a different language, and how hard it is now, returning to his own country and feeling like a fish out of water This thesis is for you - at least it can help you to reach the higher shelves of the bookcase TABLE OF CONTENTS ABSTRACT ACKNOWLEDGMENTS INTRODUCTION 16 LITERATURE REVIEW 22 2.1 Historical Overview 22 2.2 Information-Processing Models of Reading 24 2.3 The Written Language as a Code 28 2.4 Literacy as a Language 30 2.4.1 Emergent literacy research 30 2.4.2 Top-down models 32 2.5 Reading Is Not a One-Way Route 33 2.5.1 Dual-route models 33 2.5.2 Interactive models 35 2.6 Understanding the Alphabetic System 37 2.6.1 Cognitive-developmental theory 37 2.6.2 Frith's model of reading and writing acquisition 39 2.6.3 The written language as an object of thought 40 2.6.4 The development of lexical representations 47 2.7 Phonological Processing in Literacy Development 55 2.7.1 Phonological awareness 55 2.7.2 The role of phonological recoding 72 2.8 Promoting Literacy Development 86 2.8.1 Inducing the understanding of the alphabetic principle 86 2.8.2 Encouraging the use of analogies 88 2.9 Summary 90 METHODOLOGY 93 3.1 Introduction 93 3.2 Considerations About the Design 94 3.3 Aims 97 3.4 Research Questions 98 3.5 Experiment 1: Method 98 3.5.1 Subjects 99 3.5.2 Design 103 3.5.3 Measures 106 3.6 Experiment 2: Method 131 3.6.1 Subjects 132 3.6.2 Design 132 3.6.3 Measures 132 DESCRIPTION OF THE MEASURES 135 4.1 Introduction 135 4.2 Script Conventions: a Control Measure 135 4.2.1 Word Size 135 4.2.2 Word Orthography 137 4.2.3 Sentence Orthography 140 4.2.4 Summary: Do we need SCRIPTCON in this study? 145 4.3 Measures of the Set Underpinning Skills and Knowledge 146 4.3.1 Initial Letter Recognition 146 4.3.2 Phonological Pairing Task 154 4.3.3 Summary of the set Underpinning Skills and Knowledge 161 4.4 Measures of the Set Understanding and Use of the Writing System 162 4.4.1 Invented Spelling 162 4.4.2 Analogy Spelling 168 4.4.3 Word Identification Task 171 4.4.4 Summary of the set Understanding and Use of the Writing System 179 ANALYSIS OF THE CHANGES 5.1 181 181 Introduction 5.2 Changes in the Skills and Knowledge Underpinning Children's Understanding and Use of the Writing System 183 5.2.1 Changes in Initial Letter Recognition 183 5.2.2 Changes in the capacity to detect phonological identity 188 5.2.3 Summary: variables affecting the progress on the skills that underpin the 192 understanding and use of the alphabetic system 5.3 193 Changes in the Understancing and Use of the Writing System 5.3.1 Invented Spelling 194 5.3.2 Analogy Spelling 200 5.3.3 Word Identification 207 216 5.4 Summary TOWARDS THE UNDERSTANDING OF THE WRITING SYSTEM 219 6.1 Introduction 219 6.2 Are the Abilities to Analyse, Represent and Make Inferences About GraphPhonetic Segments DifferentAspects of the Same Construct? 219 6.2.1 Identifying groups in the pre-test 221 6.2.2 Identifying groups in the post-test 224 6.2.3 Untangling the differences between groups on Phonological Pairing and Word Identification 6.3 Towards the Understanding of the Alphabetic Principle 226 229 6.3.1 Grasping the alphabetic principle: a developmental process 230 6.3.2 The kick-start of phonological recoding 6.3.3 Effects of reader's explanations on the evolution of children's conceptions about the writing system 6.4 Summary 235 239 248 EFFECTS OF ORTHOGRAPHIC TRANSPARENCY RESULTS OF EXPERIMENT II 250 7.1 Introduction 250 7.2 Children's Progress on the English Tasks 250 7.3 Comparison Between Portuguese and English 251 GENERAL DISCUSSION 257 8.1 Discussion of the Results 257 8.2 Conclusions 265 8.3 Educational Implications 273 REFERENCES 274 APPENDIX INTERVENTION PROGRAM 281 APPENDIX SAMPLE OF WORD SIZE TASK MATERIAL 289 APPENDIX SAMPLE OF WORD ORTHOGRAPHY TASK MATERIAL 291 APPENDIX SAMPLE OF SENTENCE ORTHOGRAPHY TASK MATERIAL 293 APPENDIX SAMPLE OF INITIAL LETTER RECOGNITION TASK MATERIAL 295 APPENDIX SAMPLE OF PHONOLOGICAL PAIRING TASK MATERIAL 297 APPENDIX TEXT USED FOR INVENTED SPELLING TASK 300 APPENDIX SAMPLE OF ANALOGY SPELLING TASK MATERIAL 303 APPENDIX SAMPLE OF WORD IDENTIFICATION TASK MATERIAL 305 APPENDIX 10 TEXT USED FOR ENGLISH INVENTED SPELLING TASK 308 APPENDIX 11 SAMPLE OF ENGLISH ANALOGY SPELLING TASK MATERIAL 311 APPENDIX 12 RAW DATA OF CONTROL MEASURES APPENDIX 13 RAW DATA OF INMAL LETTER RECOGNMON TASK 313 324 APPENDIX 14 RAW DATA OF PHONOLOGICAL PAIRING TASK 329 APPENDIX 15 RAW DATA OF WORD IDENTIFICATION TASK 332 APPENDIX 16 RAW DATA OF SPELLING TASKS 335 APPENDIX 17 EXAMPLES OF CHILDREN'S INVENTED SPELLINGS 338 LIST OF TABLES CHAPTER Table 2.6-1 Summary of Marsh et al.'s Cognitive-Developmental theory of reading acquisition 38 Table 2.6-2 Sequence of criteria of differentiation 42 Table 2.6-3 Levels in the development of children's knowledge of the alphabetic system, according to Ehrt 48 CHAPTER Table 3.5-1 Number of children, per school, according to school grade Table 3.5-2 Number of children per intervention group 99 104 Table 3.5-3 Mean age of children per school and intervention group 104 Table 3.5-4 Summary of the intervention programme 105 Table 3.5-5 Control measures 107 Table 3.5-6 Pre and post-test tasks 108 Table 3.5-7 Pictures used for vowels on Initial Letter Recognition task 113 Table 3.5-8 Pictures used for consonants on Initial Letter Recognition Task 114 Table 3.5-9 Items arrangement in Phonological Pairing Task booklets 116 Table 3.5-10 Words (pictures) used in Phonological Pairing task - initial segments 117 Table 3.5-11 Words (pictures) used in Phonological Pairing Task - final segments 118 Table 3.5-12 Words and pictures used in Analogy Spelling task 124 Table 3.5-13 Randomisation plan for exam tasks - Sample I 130 Table 3.5-14 Randomisation plan for exam tasks - Sample II 131 Table 3.6-1 List of words used in English Analogy Spelling task 134 CHAPTER Table 4.2-1 Proportion of choices based on: 1) correct speech-to-print matches, 2) hypotheses about the minimum number of letters necessary to make up a word and 3) the matching between the size of the word and the size of the object, per condition, per 136 sample Table 4.2-2 Average number of words accepted per condition 137 Table 4.2-3 Frequency of acceptance of non-words per sample 138 Table 4.2-4 Descriptive statistics for SCRIPTCON, per sample 145 10 Table 4.2-5 Descriptive statistics for SCRIPTCON per intervention group 145 Table 4.3-1 Mean percentage and SD of correct scores on all the conditions of Initial Consonant Recognition task, per sample 148 Table 4.3-2 Mean percentage and SD of correct scores on all the conditions of Initial Vowel Recognition task, per sample, in both pre- and post-test 152 Table 4.3-3 Pre and post-test descriptive statistics of both Initial Vowel Recognition (VOWPRE and VOWPOST) and Initial Consonant Recognition (CONSPRE and 153 CONSPOST) Table 4.3-4 Means and SD on the initial conditions of Phonological Pairing task, in pre- and post-test, per sample 154 Table 4.3-5 Percentage of sub-syllabic segments children took into account, when comparing initial syllables which shared the same nucleus (partial contrast; pre-test results) 155 Table 4.3-6 Percentage of shared segments which children took into account when matching the onset, in syllables with different nuclei (pre-test results) 155 Table 4.3-7 Percentage of shared segments which children took into account when matching 156 the onset, in syllables with the same nucleus (pre-test results) Table 4.3-8 Means and SD on the final conditions of Phonological Pairing task, in pre- and post-test, per sample 157 Table 4.3-9 Pearson's correlation of both the initial and the final conditions of Phonological Pairing, in the pre-test 159 Table 4.3-10 Pearson's correlation of both the initial and the final conditions of Phonological Pairing, in the post-test 160 Table 4.3-11 Descriptive statistics for PHINPRE and PHINPOST, by sample 160 Table 4.3-12 Descriptive statistics for PHFIPRE and PHFIPOST, by sample 160 Table 4.3-13 Descriptive statistics for PHPRE and PHPOST, by sample 161 Table 4.3-14 Summary of the conclusions about the measures in the set Underpinning Skills and Knowledge 161 Table 4.4-1 Frequencies at each level of the invented spelling scale, in pre- and post-test, per sample 166 Table 4.4-2 Descriptive statistics for Invented Spelling, in both pre- and post-test, by sample 167 Table 4.4-3 Frequencies at each level of the analogy spelling scale, in pre- and post-test, per sample 170 Table 4.4-4 Descriptive statistics for Analogy Spelling, in both pre- and post-test, by sample 171 Table 4.4-5 Means and SD on the initial conditions of Word Identification task, in pre- and post-test, per sample 172 Table 4.4-6 Percentage of choices per contrasting word, when the cues are initial syllables which shared the same nucleus (partial contrast; pre-test results) 173 325 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 11 5 5 51 5 21 5i 3' 21 5! 5 21 41 10 5 0 11 01 11 51 5 11 11 4 21 5 11 : 10 4 51 41 5 01 4! 10 41 41 21 5 41 51 4 1, 41 11 51 10 5 1! 51 11 -1 -1 -1., -1 -1 -1 -1 -1 -1 5 5 11 -1 -1 -1 -1 -1 -1.1 -1 -1 -1 4 5 5 3 34 4 13 3 31 4! 5 41 11 5 21 51 11 5 51 11 21 5 4 It 5 51 5 11 51 11 31 01 5 01 5 01 51 11 41 4 11 5i 10 4 3 2; 4' 31 31 51 4 4' 41 5, 4 5 51 4 3 41 31 21 4 21 31 11 41 41 4 4 31 51 5 0 5 11 51 1! 41 5 0! 51 11 5 0! 41 3 01 31 5 5! 51 , 5 4 51 41 3 , 5 51 41 3 11 41 9 4 01 6 3 11 0 5' -1 -1 -1 -1 10 4 4 6 4 3 11 11 41 10 101 3 5 4 5 4 10 11! 7 10 5 0 11 10 0 -1 -1 2 0 4 10 4 10 7 4 8 11 10 CV ALTERNATIVE CV SYLLABLE TOTAL VC ENGLISH CV SAME ARTICULATION CV ENGLISH CCV SYLLABLE CV PORTUGUESE VCV PORTUGUESE CVSYLLABLE (CONSONANTS) CVINCORRECT V ENGLISH VC NASAL V INCORRECT CVSYLLABLE (VOWELS) VC SYLLABLE V PORTUGUESE SUBJECTS INITIAL LETTER RECOGNITION: RAW SCORES (PRE-TEST) 3 10 11 10 11 4 13 01 51 16 51 16 14 5 15 4 11 12 5 15 5 16 -1 -1 -1 -1 5 16 -1 -1 -1 -1 6 5 12 5 16 51 16 5 16 12 41 13 5 16 51 01 51 16 2 12 4 10 41 10 3 0 5 3 2 21 31 11 5 14 1 5l 11 51 16 21 21 4 4 13 TABLE CONTINUES 326 SUBJECTS INITIAL LEI 1ER RECOGNITION: PRE-TEST (CONTINUED) z o = ‹ cfl I cn c) > 62 63 64 65 66 67 68 69 70 71 72 73 81 82 83 84 85 86 87 88 89 90 91 92 93 101 102 103 104 105 106 107 108 109 110 in > w > > > ,z9 A ) > c4 > fx r4 , , S",:>S), tc) 41 4! 31 31 21 51 4! 51 11 51 01 5j 11 51 01 01 5; 01 51 11 51 01 31 3! 41 11 31 5! 21 3! 41 51 41 4! 41 51 11 41 31 41 21 21- 51 11 21 41 41 5; 51 11 4; 5! 31 31 21 5! 4! 21 5! -11 -1.1 -1.1 -1.1 -1.; -1.1 -1.1 -1.1 31 41 31 31 31 21 3! 41 4! 21 51 31 5! 31 41 4! 51 01 01 51 5! 1! 5! 0! 31 51 4; 31 51 11 51 51 51 21 4! 01 -5-71 It 1! 41 51 21 41 11 21 2! 41 11 5! 11 1! 4! 5! 41 31 11 41 31— 2! 41 21 41 51 -47 41 41 3! 3! 4! 3! 41 51 31 5L 21 51 41 31 51 61 31 51 2! 3! 41 51 31 4! 2! 2! 4! 41 41_ 51 41 31 TIT 21 11 11 41 51 4! 41 51 41 51 4! 21 51 4! 11_ 31 31 41 4! 51 11 2! 41 51 11 5! 3! 31 5! 41 3! 21 41 21 41 4! 11 3; 11 31 21 31 41 3! 21 4! 21 11 41 11 3! 41 31 31 51 3! 4! 31 21 21 31 iT 41 11 3! 31 41 1 11 !2! 11 11 41 11 21 31 21 31 41 31 4! 21 51 11 51 01 3L 41 41 41 41 2! 4! 31 51 21 3! 51 2! 4! 01 ,p, *1 * L *1 * *1 * * > t t t >) t tg 5, 101 111 41 11 7! 11 61 -1.1 6; 3! lit 101 9t 61_ 9! 61 101 111 101 111 101 111 11! 101 11 61 2! 41 ii ! 91 111 101: 91 *1 10 1 01 71 91 51 111 10! -1.1 61 111 01 101 51 81 21 111 111 111 111_ 71 71 101 Ili 51 111 61 111 51 7; ! 101 101 101 *i 41 61 61 31 01 41 31 -LI 31 31 61 61 61 51 51 51 61 61 61 51 61 61 61 61 4i 21 31 21 41 61 sT 21 ii * : 101 51 01 51 71 11; 01 1; 41 111 5, 71 41 4! -1 -1.1 -1 51 1: 21 101 21, 21 0! 5! 0! 111 41 5! 31 41 21 31 51 21 4! 01 21 7! 51 41 9! 4! 41 111 41 101 51 7! 31 5! 6i 51 111 31 5, 101 4:1, 31 31 51 01 81 41 41 31 31 4! 71 31 3! 8! 2! 41 41 31 8! 51 6! 91 51 11 0! 41 51 91 4, 41 41 31 * ,-.1 s! 3! 51 51 11 0' 2! 4! 1, 3; 41 5! 51 4! 41 4! 3! 31 51 41 5! 21 4! 51 3! 51 21 3! 21 31 21 51 51 41 15 16 10 16 15 13 10 13 13 16 14 16 12 15 16 13 16 8 11 16 15 13 51 41 15 14 5 16 trn 112 31 31 31 31 51 5; 5, 31 51 11 11 101 11; 3! 113 4; 5! 41 31 111 61 111 31 61 3! 11 4! 61 10 114 51 21 41 41- 71 21 81— 51 51 11 51 115 51 51 51 61 81 31 41 21 5! 41 111 111 41 In some analyses, the post-test scores of this subject were used, to reduce the amount of missing data MAXIMUM VALUES: V PORTUGUESE =6 VC SYLLABLE =6 V INCORRECT =6 VC NASAL = V ENGLISH =6 CV SYLLABLE (VOWEL) =6 CV PORTUGUESE =5 VCV PORTUGUESE =6 CV SYLLABLE (CONS.) = 11 CV INCORRECT = 11 CCV SYLLABLE = CV SAME ARTIC = 11 CV ENGLISH =5 VC ENGLISH =6 CV ALTERNATIVE =5 CV SYLLABLE TOTAL = 11 *! * 327 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 5 11 51 31 51 4., 11 21 3 21 41 01 51 41 31 3 31 11 4 11 4 01 S1 21 4! 01 5 41 01 4 2! li 01 51 2 21 -1 -1 -1, -1 -1 11 31 -1 -11 -11 -1 -1 51 41 4 21 1' 11 2 3 5 5 3 4 21 31 11 3 3 11 Lii 41 51 4 1! 51 01 41 01 11 5 01 41 31 21 31 11 41 51 5 41 51 5, 51 51 3 21 31 4 31 5, 21 21 3 41 31 4 11 31 2! 41 31 4J 31 31 21 41 5 0' 51 41 4 31 31 4 41 5! 51 21 41 31 51 1 4* 2 1 4 -1 -1 4 5 01 4 3 4 4 4 -1 -1 -1 1 1 5 11 5 11 1 4 5 5 5 4 3 5 5 21 41 3 3 4 41 5 3 3 4r 2 4 CV ALTERNATIVE CV SYLLABLE TOTAL VC ENGLISH CV SAME ARTICULATION CVENGLISH CCV SYLLABLE CV PORTUGUESE VCV PORTUGUESE CV SYLLABLE (CONSONANTS) CV INCORRECT V ENGLISH VCNASAL CORRECT VIN CV SYLLABLE (VOWELS) VCSYLLABLE V PORTUGUESE SUBJECTS INITIAL LETTER RECOGNITION: RAW SCORES (POST-TEST) 11 21 5 71 61 5' 81 1! 0) 5' 16 11 3 10 5, 6I 3 6 81 11 5 15 10 11 9 41 13 91 11 5 41 11 51 5 51 14 1! 5 4 -1 -1 -1 -1 -1 -1 -11 -1 11 -1 -11 -1 -1 -11 -1 -1 -1 111 11 101 31 11 51 51 2 7 4 5! 51 16 61 11 7! 41 3 2 101 10 71 2! 41 10 41 4) 111 10 01 51 15 10 21 5 14 11 5 1 15 101 11 51 15 10 01 3 21 7[ 4 41 4' 111 4 12 91 10 21 111 10 61 51 31 31 11 8 41 81 51 13 31 0! 61 21 10 3' 71 5! 10 1 41 12 71 51 41 14 10 7 51 3! 2, 101 3 12 61 3 31 10 81 11 9! 41 71 31 TABLE CONTINUES 328 63 64 65 66 67 68 69 70 71 72 73 81 82 83 84 85 86 87 88 89 90 91 92 93 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 3 -1 4 4 3 4 4 5 5 3 5 4 3'3 11 0! 31 11 21 41 51 -11 -1 31 21 21 51 51 41 21 51 51 51 51 51 41 51 51 11 51 21 21 31 11 31 51 01 41 21 01 51 51 41 51 31 21 01 51 31 41 51 -11 -1 31 41 11 31 21 21 31 31 31 311 3! 11 41 11 11 31 11 41 31 21 51 31 01 21 01 11 21 31 51 31 2 31 51 5 4 5 -1 -1 41 11 11 5 11 3 3 21 1i 21 21 31 31 31 21 4' 31 21 1! 41 21 4 11 3 11 11 31 21 141 _ 21 5 10 2 -1 -1 11 6 6 10 10 11 11 11 11 11 10 11 3 0' 11 11 11 11 11 11 11 > 11 10 -1 7 11 11 11 111 11 11 11 10 11 11 11 9 11 2 11 11 11 5 51 51 11 51 11 31 -11 3! 51 31 61 2! 61 5! 41 61 61 11 9 -1 11 7 10 11 11 10 10 -1 3 5 5 5 4 6' 61 61 61 51 31 41 41 11 51 61 4, 61 61 41 6! 10 21 61 11 3 5 5 5 3 4 -1 3 5 6 4 4 1 CV SYLLABLE TOTAL VCENGLISH O CV SAME ARTICULATION CV ENGLISH CCV SYLLABLE CV PORTUGUESE VCV PORTUGUESE CVSYLLABLE (CONSONANTS) V ENGLISH VC NASAL V INCORRECT CV SYLLABLE (VOWELS) VC SYLLABLE V PORTUGUESE SUBJECTS INITIAL LETTER RECOGNITION: POST-TEST (CONTINUED) t 3 -1 4 4 5 5 5 4 4 5 4 5 MAXIMUM VALUE: V PORTUGUESE = CV SYLLABLE (VOWEL) = VC SYLLABLE = V INCORRECT = VC NASAL = V ENGLISH = CV PORTUGUESE = VCV PORTUGUESE = CV SYLLABLE (CONS.) = 11 CV INCORRECT = 11 CCV SYLLABLE = CV SAME ARTIC = 11 CV ENGLISH = VC ENGLISH = CV ALTERNATIVE = TOTAL CV SYLLABLE = 11 10 15 11 -1 10 10 15 12 14 14 16 16 16 15 16 14 15 16 11 12 16 16 15' 15 16 16 31 51 16 329 APPENDIX 14 RAW DATA ON PHONOLOGICAL PAIRING TASK 330 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 11 11 11 1 1 41 21 21 21 4 3 01 11 1I-11 0 0 11 21 11 11 1 2 01 21 11 01 I 1 41 01 21 21 1 1 -t , 01 11 01 1 1 1 1 11 11 01 21 41 41 21 3 3 31 41 21 2 31 11 01 1 1 1 2 41 21 21 21 1 1 21 21 11 4 1! 11 0 0 01 0, 01 1 1 1 11 1! 0J 1 1 41 41 31 4 -1 01 11 l 01 01 1 31 21 11 11 4 21 31 Ili 11 3 1 11 11 31 31 1 41 31 21 3 31 31 2 I 3, 01 11 01 11 2 11 11 31 2 I 11 31 2 31 31 31 1 1 21 11 31 1 1 1 41 31 31 41 3 3 11 11 11 21 2 , : ! t 01 01 2! 01 1 1 11 11 11 11 1 1 21 2! 11 11 I I 21 1! 11 11 1 41 3! 21 2 4 41 41 21 21 4 4 11 31 41 1 1 31 21 1! 31 1 1 11 11 21 2 I 11 11 01 01 1' 21 11 21 01 1 2 2 31 31 31 21 1 0 1 21 01 01 11 1 2 21 21 , 11 11 1 21 11 01 31 1 1[ 01 01 01 1 1 2 41 21 31 11 41 4 4 41 21 21 21 2 41 31 41 21 3 4 3 21 41 21 312 21 31 11 31 21 2 : 41 31 31 11 4 : 4 3! 21 21 1! ' 1 3 411 21 21 1 0' 41 31 31 01 31 11 , i PHFRUPOST PHFRSPOST PHFSSPOST PHFSDPOST PHIPHPOST PHIOSPOST PHIODPOST PHISSPOST PHISDPOST PHFPHPRE PHFRSPRE s cg-31 PHFSSPRE M PHFSDPRE SUBJECTS PHONOLOGICAL PAIRING TASK: RAW DATA 2 2 1 2 11 3 1 2 0 -1 -1 2 3 3 11 4 2 21 21 2 21 21 41 21 31 21 21 11 01 1 1 1 -1 0 2 3 1 2 21 1 11 21 21 2; 2 I 2 2 1 1 1 3 2 1 1 2 2 2 -1 2 0 2 1 -1 1 2 I 2 21 1 3 2 41 2; 2! 2 0 1 -1 3 3 21 4 -1 2 2 2 1 1 -1 1 2 0 1 1 -1 3 2 4 2 2 4 3 1 2 4 2 2 1 4 1 3 0 0 1 3 4 41 11 1 2 1 2 1 1 2 4 1 1 1! 41 41 41 2 41 31 31 01 21 4 1 1 1 3 2 2 1 1 2 0 3 331 c) 64 65 66 67 68 69 70 71 72 73 81 82 83 84 85 86 87 88 89 90 91 92 93 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 21 41 21 11 l1 11 41 41 31 21 41 21 3| 21 21 11 11 11 11 21 1 11 11 31 • l 21 31 21 21 41 31 11 31 31 21 • 01- 01, 21 11 11 21 21 31 11 1 01 21 41 31 21 41 21 3i 21 41; 31 21 31 41 21 31 31 21 11 21 21 4141 41 31 41 21 t 1 • 21 21 31 21 41 41 41 21 l 21 2i 4A 11 21 21 11 01 41 21 21 11 31 01 11 01 41 21 41 11 31 11 31 21 41 41 31 31 31 3i 01 11 41 21 01 21 41 41 01 11 21 21 21 11 31 31 41 41 21 21 2 I I 3 31 4 4 2 0 2 3 2 4 4 O 1 2 3 1 MAXIMUM VALUE = MINIMUM VALUE = MISSING DATA = -1 a c6 a 0- 6 ti a., a P-■ p„ E 01 1' 0! 01 3 21 11 31 01 01 01 31 11 31 11, 01 11 41 1 31 41 11 4 21 11 11 31 4!, 11 21 01 21 I 11 21 01 11 31 21 21 21 21 i t • 01 i ' 01 21 21 21 11 3 41 41 31 41 -11 -11 -11 -11 -11 -1 -1 11 11 01 31 31 11 31 11• 21i 21' 41 41 41! 41 11 01 21 31 I r i 31 41 11 41 41 41 21 1 31 41 41 31 41 21 31 31 41 11 41 31 41 21 31 11t 11• 31 ' I 113.1 01 41 21 21 31 21 21 21 21 31 21 11 21 01 21 11: 11 31 , 21 21 21 31 21 21 41 41 41 2 21 21 01 41 41 31 11 31 11 31 41 41 41 41 41 41 21 21 41 41 31 41 4 01 01, 11 41 3 21 21 41 41 41 41 41 41 41 4 2: 21 41 31 41 01 21 31 01 31 3 31 41 31 41 41 41 3 4 01 21 21 11 11 31 1 I 31 J1 21 I1 31 1 l 31 21 11 21 01 0! 11 21 11 4| 31 31 2 I 11 11 11 l| 21 31 31 11 2! 41 31 31 21 3 31 11_11 11 41 31 21 11 11 21.11 „ 211 01 41 41 31 31 31 21 21 11 41 11 21 21 31 01 21 01 l| 11t 0101 , 01 01 01 01 41 41 41 31 41 21 31 11 41 21 11 21 41 4 31 014 11+ I 21 01 11 11 01 2 41 41 1I 41 3i 4i 4i 3i 4 i i , i PHFPHPOST p, PHFRUPOST al PHFRSPOST a PHFSSPOST1 i PHFSDPRE SUBJECTS PHONOLOGICAL PAIRING TASK (CONTINUED) 31 01 1 11 41 21 41 31 -11 31i 41 41 31 21, 21 11 41 01 01 31 -11 -1 21, 31 11 31 21 21 01 I 11 11 41 31 31 31 21 41 31 41 31 21 210 31 4| 1 3 01 OL 41 11 21 21 I 21 21 21 01 11 11 3!t 31 31 11 21 11 41 41, 32 APPENDIX 15 RAW DATA ON WORD IDENTIFICATION TASK 333 al at w x ci) 22222gA4 2222 2222 gg0 31 1' Hno o 21 11 11 01 01 411 11 31 01 11 11 1 11 3' 1 1 2 01 , IDFPHPOST cn C A 1DFRUPOST w — a vl cn 1c 'i Z ,I 6600000 E- IDFRSPOST WORD IDENTIFICATION TASK: RAW DATA 11 11 21 1 11 11 11 01 11 31 21 21 0 31 11 0 1 11 21 11 21 01 11 01 11 01 2 31 01 11 11 01 1 11 1 21_ • 1 11 01 21 11 31 21 21 11 , 21 21: 1:I 11 11 01 01 01 2 11 : 11 1 01 2 : 21 11 21 01 21 31 0 1100 i 2 11 11 21 10 31 31 31 11 31 11 11 3 1' 21 01 11 0, 11 01 11 ii 01 2 1 11 2 11 01 12 21 21 1 21 31 1 21 2 1 11 , 41 41 13 41 31 21 31 31 21 111100111 2011 141011101102111 1 11 11 2 0 15 11 1 11 11 11 01 01 21 11 16 21 1 31 11 21 Or 01 31 -1 21 21 -1 - -11 -11 -11-1 -1 -1 -1 11 17 21 o 1 11 11 11 01 21 11 18 21 1 11 2 21 11 221 21 1 21 • i 19 11 11 1 l1 1 01 11 21 l 11 20 11 21 1 31 1 21 21 21 f- 11 O 21 21 21 311 11 1 11 0,1 21 11 1 22 21 1 01 1 O• l' 2' 11 11 23 01 01 2 0 0 2112,01'11112 2411212120310 , , - , , it n -11 1 11 21 25 21 26 1 11 21 27 21 11 1 0 31 28 01 21 29 41 OEM 4 2 11 21 01 01 11 30 1 21 01 ~ 11 21 21 1H 31 11 21 01 2 11 1 1, 11 32 01 11 lap o it 01 11 11 01 21 33 21 01 21 21 21 01 11 11 01 01 11 11 11 11 01 11 42 11 21 11 11 21 21 21 11 21 2, 21 43 31 21 21 21 21 I 01 2 01 01 21 41 44 21 21 ' 11 21 2 41 2 01 11 01 11 45 11 i 01 01 21 0 01 11 11 46 11 21 01 21 11 11 1 21 11 11 01 11 11 11 01 47 11 01 01 11 21 11 11 01 48 21 21 11 21 21 01 11 11 21 11 ! 01 2r-fl 49 01 01 11 01 31 11 01 11 21 11 11 1 11 01 11 01 01 11 50 1, 31 01 11 11 11 01 11 11 11 21 11 21 21 11 oi 21 51 11 11 01 01 21 11 11 01 11 52 11 01 11 11 11 11 11 31 Oi 01 01 11 01 21 53 11 31 11 11 0 11 01 11 0' 11 21 01 21 01 11 21 21 11 11 01 54 11 11 11 11 11 01 01 01 41 41 11 11 11 21 2 21 11 55 01 2: 11 21 21 21 21 1 31 21 11 21 11 2i 56 11 31 11 11 41 57 _ 11 11 11 11 01 01 01 21 11 3111 21 21 11 11 31 58 01 21 11 21 21 01 11 11 01 1[21 n 31 n 11 2-1 59 11 21 11 31 1 11 31 11 41 31 21 31 11 21 11 31 21 11 60 21 21 11 31 1 11 0' 61 11 11 11 11 11 01 11 31 11 01 11 1 21 01 31 62 21 21 01 21 11 11 11 01 31 11 11 1 21 11 11 01 21 01 21 63 21 01 11 11 0 31 11 21 TABLE CONTINUES EH 334 O4 01 , 65 11 1 66 11 31 l' 67 01 21 2 68 -1 -11 -11 -1 -1 69 01 11 70 11 21 71 11 31 72 31 l'3 73 01 81 01 21 2 82 21 11 1 83 41 11 84 O| 31 85 11 21 1 86 2! 87 31 31 2 88 11 11 89 31 31 90 2i 21 l 91 41 41 4 92 31 1 1 93 11 11 101 2I 31 3 102 11 1 103 2 104 11 2 105 21 21 2 106 01 11 107 21 11 108 21 3' 109 41 21 110 21 31 111 11 11 1 112 21 21 1 113 21 21 I 114 21 11 115 31 4! 4 MAXIMUM VALUE = MINIMUM VALUE = MISSING DATA = -1 O 0 1 3 2 O O O l 0 O 1, 0 4 l l I l 2 0 1' 1 3 0 4 Z 1 1 1 l I 1 1 1 0 2 I O 1 2 01 11 01 11 11 I 2| 11 11 11 11 11 11 21 11 21 11 41 11 4! l 3| 21 21 01 II 31 31 11 21 11 21 31 41 31 4 l l 1 1 2| 11 21 O l1 21 11 31 01 O 1 21 21 01 I 21 11 11 11 11 41 -1 -1 -11 -11 -11 -1 01 11 11 11 11 01 11 01 4 4| 31 4 l 2 01 O| 2 l 01 2| 31 4 3| 4 4 44| 41 4 4 4| 2 4 4 4 2| 41 l 4 41 41 4 31 l| 41 3 1, 4i 4 41 4 11 %| 11 2 11 2 11 21 O 41 11 3 I 31 21 21 41 l 31 21 41 21 3! 31 2 31 31 21 2 21 11 21 31 21 41 3 41 41 4 01 11 1 4 41 41 41 IDFPHPOST ID FRUPOST IDFRSPOST IDFSSPOST IDFSDPOST IDIPHPOST IDIOSPOST IDIODPOST IDISSPOST IDISDPOST IDFPHPRE IDFRUPRE LDFRSPRE IDFSSPRE IDFSDPRE IDIPHPRE IDIOSPRE IDIODPRE fa IDISSPRE SUBJECTS WORD IDENTIFICATION TASK (CONTINUED) 1 1 1 2 1 -1 -1 -1 2 4 1 1 1 4 2 4 1 4 4 3 1 2 0 1 1 2 4 0 4 335 APPENDIX 16 RAW DATA ON SPELLING TASKS 336 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 2 2 1 -1 -1 3 2 3 2 4 5 3 3 1 2 2 2 1 1 1 1 2 1 1 1 2 1 2 2 2 1 2 3 5 6 3 -1 -1 6 6 6 3 2 2 4 1 -1 1 2 1 _ ST( ANSPPO ENGLISH) INSPPOST (ENGLISH) ANSPPOST (PORT ) INSPPOST (PORT.) ANSPPRE (ENGLISH) INSPPRE (ENGLISH) ANSPPRE (PORT.) INSPPRE (PORT ) SUBJEC TS PORTUGUESE AND ENGLISH SPELLING TASKS: RAW DATA 3 2 5 6 5 5 1 1 3 4 -1 3 TABLE CONTINUES 337 VARIABLE LABELS: INSPPRE = INVENTED SPELLING - PRE-TEST ANSPPRE = ANALOGY SPELLING - PRE-TEST INSPPOST = INVENTED SPELLING - POST-TEST ANSPPOST = ANALOGY SPELLING - POST-TEST 1 2 -1 3 -1 4 5 4 4 1 -1 ANSPPOST (ENGLISH) 7 9 8 5 9 p t.A 5 -1 7 9 10 7 6 3 8 INSPPOST (ENGL ISH) ANSPPOST (PORT.) INSPPOST (PORT ) ANSPPRE (ENGLISH) INSPPRE (ENGLISH) 5 9 2 6 9 1 4 5 1 3 2 1 2 1 2 -1 2 1 1 5 4 1 4 4 AA■-•.A,L.t , 5 3 -1 5 5 7 6 3 1 LA t•JLA 63 64 65 66 67 68 69 70 71 72 73 81 82 83 84 85 86 87 88 89 90 91 92 93 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 ANSPPRE (PORT.) INSPPRE (PORT.) SUBJECTS SPELLING TASKS (CONTINUED) 4 -1 338 APPENDIX 17 EXAMPLES OF CHILDREN'S INVENTED SPELLINGS " •- / D I) gth ; C ON ) -4Q I o C., e 1SI DO BONE ›0 -.1 k i eil !.o 4i1 I s 0e O _ OSE CAR C BB BROALI CD SA up CO CLI CC m Ct3 BHEA BRE (I) re mm BOH BOW BOS BRNS B A OSH BUXA B A CA BROS BRO w C.) < O CE re 1— X ce C° < UJ 62 C.) LIJ NC NC « LU (-2 < CL CL CL O 2N CL 03 WZ re Z tu co z