Treiman, Rebecca, Tatiana Cury Pollo, Cláudia Cardoso-Martins, and Brett Kessler.
2013.
Do young children spell words syllabically? Evidence from learners of Brazilian Portuguese.
Journal of Experimental Child Psychology 117(4):873–890.
doi:10.1016/j.jecp.2013.08.002
Abstract
The theory that learners of alphabetic writing systems go through a period during which they treat writing as representing syllables is highly influential, especially as applied to learners of Romance languages.
The results of Study 1, a two-year longitudinal study of 76 Portuguese speakers in Brazil from 4 to 6 years of age, did not support this theory.
Although most children produced some spellings of words in which the number of letters matched the number of syllables, few children produced significantly more such spellings than expected on the basis of chance.
When such spellings did occur, they appeared to reflect partially successful attempts to represent phonemes rather than attempts to represent syllables.
Study 2, with 68 Brazilian 4- and 5-year-olds, found similar results even when children spelled words that contained three or four syllables in which all vowels are letter names—conditions that have been thought to favor syllabic spelling.
The influential theory that learners of Romance languages go through a period during which they use writing to represent the level of syllables appears to lack a solid empirical foundation.
Paper
APA citation:
Treiman, R., Pollo, T. C., Cardoso-Martins, C., & Kessler, B.
(2013).
Do young children spell words syllabically? Evidence from learners of Brazilian Portuguese.
Journal of Experimental Child Psychology, 116, 873–890.
doi:10.1016/j.jecp.2013.08.002