This study probes Hebrew-speaking children’s knowledge about vowel representation by diacritics and by vowel letters in emergent literacy stages, and how this knowledge changes with formal instruction in first grade. Sixteen kindergartners and sixteen first graders were administered two reading tasks, two meta-linguistic explanation tasks, and two writing tasks involving vowels in different phonological and orthographic constructions and morphological roles. The results show that kindergartners already have some knowledge about writing consonants, and proceed to meaningful reading and writing in first grade through learning about writing vowels. Reading and writing syllables were easier than word reading and writing in kindergarten, and converged in first grade. Explaining vowel differences in words was better than in syllables, since children made use of the lexical context. Learning to represent morphemes at word final position by vowel letters emerged gradually in kindergarten, in the following order: H, standing for a and e, then W and Y, representing o, u and i. The development of vowel letters is shown to be dependent on a variety of considerations — orthographic, morphological, phonological, and perceptual. These results are discussed in the context of general theories about the consolidation of spelling.
2024. On the role of morphology in early spelling in Hebrew and Arabic. Morphology 34:2 ► pp. 151 ff.
Orr, Edna, Anat Adi Shapira & Rinat Caspi
2023. The role of environmental and individual factors in pre-academic achievement for kindergarten children. Early Child Development and Care 193:2 ► pp. 289 ff.
Yee, Jia’en, Ngee Thai Yap, Rozi Mahmud & M. Iqbal Saripan
2023. Effects of orthographic transparency on rhyme judgement. Frontiers in Psychology 14
Ehrlich, Sara Zadunaisky, Anat Stavans & Batia Seroussi
2022. Spelling Errors in Expository Texts Written in Hebrew at the Elementary School Level. The Elementary School Journal 122:3 ► pp. 361 ff.
2014. Predicting early spelling: the contribution of children’s early literacy, private speech during spelling, behavioral regulation, and parental spelling support. Reading and Writing 27:4 ► pp. 685 ff.
2013. Maternal mediation of writing and children's early spelling and reading: The Semitic abjad versus the European alphabet. Writing Systems Research 5:2 ► pp. 134 ff.
BAR-ON, AMALIA & DORIT RAVID
2011. Morphological analysis in learning to read pseudowords in Hebrew. Applied Psycholinguistics 32:3 ► pp. 553 ff.
Coulmas, Florian
2009. Evaluating merit—the evolution of writing reconsidered. Writing Systems Research 1:1 ► pp. 5 ff.
This list is based on CrossRef data as of 21 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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