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How does graphotactic knowledge influence children's learning of new spellings?
Two experiments investigated whether and how the learning of spellings by French third graders is influenced by two graphotactic patterns: consonants cannot double in word-initial position (Experiment 1) and consonants cannot double after single consonants (Experiment 2). Children silently read mean...
Wedi'i Gadw mewn:
| Prif Awduron: | , , , |
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| Fformat: | Artigo |
| Iaith: | Inglês |
| Cyhoeddwyd: |
Frontiers Media S.A.
2013
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| Pynciau: | |
| Mynediad Ar-lein: | https://ncbi.nlm.nih.gov/pmc/articles/PMC3790077/ https://ncbi.nlm.nih.gov/pubmed/24109466 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.3389/fpsyg.2013.00701 |
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