Cargando…
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...
| Autores principales: | , , , |
|---|---|
| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Frontiers Media S.A.
2013
|
| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3790077/ https://www.ncbi.nlm.nih.gov/pubmed/24109466 http://dx.doi.org/10.3389/fpsyg.2013.00701 |