Discovering the written word. Reflection of phonological segmentation problems in children’s early writings

The aim of this article is to show that the children’s writings at the early stage of learning to write illustrate the process of acquisition of alphabetic writing principles, and that some errors in reading and writing reflect problems with phonological segmentation. These are examples of spelling errors caused by insufficient morphological awareness, unusual reconstruction of grapheme and phoneme correspondences, difficulties in using the rules of certain graphemes distribution, use of phonetic strategy, as well as problems with phonological segmentation. This paper also describes a study conducted among 252 primary school students from the 1st grade. The purpose was to determine the most common errors made by the children at the beginning of formal learning. The impact of the problems with phonemes analysis on reading and the tips for parents and teachers on the development of the phonological awareness are ending the text.Elżbieta Awramiuk - Uniwersytet w BiałymstokuGrażyna Krasowicz-Kupis - Instytut Badań Edukacyjnych, WarszawaAwramiuk E., 2006, Lingwistyczne podstawy początkowej nauki czytania i pisania po polsku, Białystok.Awramiuk E., Krasowicz-Kupis G., 2014, Reading and spelling acquisition in Polish: Educational and linguistic determinants, „L1-Educational Studies in Language and Literature”, vol. 14, s. 1–24.Awramiuk E., Krasowicz-Kupis G., Wiejak K., Bogdanowicz K., 2014, Letter name spelling in Polish and English: different languages, the same strategy?, [w:] Studies in Language Acquisition, Learning, and Corpora, red. K. Kerge, Proceedings of TLU Institute of the Estonian Language and Culture, 16, s. 119–141.Bogdanowicz M., 1995, O dysleksji czyli specyficznych trudnościach w czytaniu i pisaniu – odpowiedzi na pytania rodziców i nauczycieli, Lublin.Bourassa D.C., Treiman R., 2001, Spelling development and disability: the importance of linguistics factors, „Language, Speech and Hearing Services in Schools” 32(3), s. 172–181.Caravolas M., Hulme Ch., Snowling M.J., 2001, The foundations of spelling ability: evidence from a 3-year longitudinal study, „Journal of Memory and Language” 45(4), s. 751–774.Deacon S.H., Conrad N., Pacton S., 2008, A statistical learning perspective on children’s learning about graphotactic and morphological regularities in spelling, „Canadian Psychology” 49(2), s. 118–124.Ehri L., 2000, Learning to read and learning to spell: two sides of a coin, „Topics in Language Disorders” 20(3), s. 19–36.Górniewicz E., 1995, Pedagogiczna diagnoza specyficznych trudności w czytaniu i pisaniu, wyd. II, poprawione, Toruń.Hannouz D., 2005, Spelling with letter names [referat wygłoszony na 5th IAIMTE conference, Albi (Francja), 11–13.05.2005 r.].Hayes H., Treiman R., Kessler B., 2006, Children use vowels to help them spell consonants, „Journal of Experimental Child Psychology” 94(1), s. 27–42.Henderson E., 1985, Teaching spelling, Boston.Kochańska M., Krasowicz-Kupis G., 2014, Problemy edukacyjne uczniów z SLI i dysleksją rozwojową, [w:] Z problematyki kształcenia językowego, t. V, red. E. Awramiuk, Białystok, s. 223–252.Krasowicz-Kupis G., 1999, Rozwój metajęzykowy a osiągnięcia w czytaniu u dzieci 6–9-letnich, Lublin.Krasowicz-Kupis G., 2004, Rozwój świadomości językowej dziecka. Teoria i praktyka, Lublin.Krasowicz-Kupis G., 2007, Psychologia dysleksji, Warszawa.Krasowicz-Kupis G., 2008, Testy czytania dla 6-latków, Warszawa.Levin I., Patel S., Margalit T., Barad N., 2002, Letter names: effect on letter saying, spelling, and word recognition in Hebrew, „Psycho-linguistique Appliqu´ee”, 23, s. 269–300.National Early Literacy Panel, 2008, Developing Early Literacy: Report of the National Early Literacy Panel, Washington; lincs.ed.gov/publications/pdf/NELPReport 09.pdf (27.06.2014).Milewski S., 1999, Lingwistyczne i dydaktyczne aspekty analizy fonemowej, Lublin.Morin M., 2007, Linguistic factors and invented spelling in children: the case of French beginners in children, „L1-Educational Studies in Language and Literature” 7(3), s. 173–189.Oldrieve R.M., 2011, Introducing the CVC Spelling Assessment: Helps Track Gains as Kindergarten and First Grade Students Learn the Alphabetic Principle, „California Reader” 45(1), s. 4–14.Ostaszewska D., Tambor J., 2004, Fonetyka i fonologia współczesnego języka polskiego, Warszawa.Pelletier J., Lasenby J., 2007, Early writing development in L1 English speaking children, „L1-Educational Studies in Language and Literature” 7(3), s. 81–107.Pietras I., 2008, Dysortografia, Gdańsk.Rispens J.E., McBride-Chang C., Reitsma P., 2008, Morphological awareness and early and advanced word recognition and spelling in Dutch. „Reading & Writing” 21(6), s. 587–607.Rocławski B., 1995, Nauka czytania i pisania, Gdańsk.Sangster L., Deacon S.H., 2011, Development in children’s sensitivity to the role of derivations in spelling. „Canadian Journal of Experimental Psychology” 65(2), s. 133–139.Sawa B., 1987, Jeżeli dziecko źle czyta i pisze, wyd. III, poprawione i rozszerzone, Warszawa.Snowling M.J., 2000, Dyslexia, London–Oxford.Snowling M.J., Gallagher A., Frith U., 2003, Family risk of dyslexia is continuous: individual differences in the precursors of reading skill, „Child Development” 74(2), s. 358–373.Sochacka K., 2004, Rozwój umiejętności czytania, Białystok.Sprenger-Charolles L., Cole P., Serniclaes W., 2006, Reading acquisition and developmental dyslexia (Essays in developmental psychology), Psychology Press Hove, UK, & New-York, USA.Styczek I., 1981, Logopedia, wyd. III, Warszawa.Titos R., Defior S., Alegria J., Martos F., 2003, The use of morphological resources in Spanish orthography: the case of the verb, [w:] M.R. Joshi, Ch.K. Leong, B.L.J. Kaczmarek (red.), Literacy Acquisition. The Role of Phonology, Morphology and Orthography, Amsterdam, s. 113–118.Treiman R., 2004, Phonology and Spelling, [w:] Handbook of Children’s Literacy, red. T. Nunes, P. Bryant, Dordrecht–Boston–New York–London, s. 31–42.Treiman R., Cassar M., 1997, Spelling Acquisition in English, [w:] Learning to Spell: Research, Theory, and Practice Across Languages, red. Ch. Perfetti, L. Rieben, M. Fayol, Mahwah, New Jersey, London, s. 61–80.Werfel K.L., Schuele C.M., 2012, Segmentation and representation of consonant blends in kindergarten children’s spellings. „Language, Speech, and Hearing Services in Schools” 43, s. 292–307.van Bergen E., de Jong P.F., Plakas A., Maassen B., van der Leij A., 2012, Child and parental literacy level within families with a history of dyslexia, „Journal of Child Psychology and Psychiatry” 53(1), 28–36.Young K., 2007, Developmental stage theory of spelling: Analysis of consistency across four spelling related activities, „Australian Journal of Language and Literacy” 30(3), s. 203–220.Zakrzewska B., 1994, Koncepcja procesu reedukacji uczniów z trudnościami w czytaniu i pisaniu, Siedlce.59560