Pronunciation Respelling Systems For Children's Dictionaries
Most beginner dictionaries are picture dictionaries, or word books. For preliterate native speakers of a language, the pictures in these dictionaries both define the entry words and are the "keys" to their pronunciation. Respellings for English begin to appear in dictionaries for novice readers. Generally, US-based dictionaries contain pronunciation information for all headwords, while UK-based dictionaries provide pronunciation information only for unusual (e.g., ache) or ambiguously spelled (e.g., bow) words.
As the normal age of literacy acquisition varies among languages, so do the age-range designations of children's books. Generally, age ranges for young children's books in English lag behind those of languages with phonemic orthographies by about a year. This corresponds to the slow pace of literacy acquisition among English speakers as compared to speakers of languages with phonemic orthographies, such as Italian. Italian children are expected to learn to read within the first year of elementary school, whereas English speaking children are expected to read by the end of 3rd grade. Pronunciation respellings begin to appear in dictionaries for children in 3rd grade and up.
There seems to be very little research on which respelling systems are most useful for children, apart from two small studies done in the 1980s and 1990s. Both studies were limited to traditional respelling systems without diacritics (setting aside both the IPA and the Webster-based systems used in American dictionaries). Both studies found that in such systems, word respellings may be cumbersome and ambiguous, as in this respelling of "psychology": "suy-kol-uh-jee".
The authors of the two studies proposed alternative systems, though there were no follow-up studies. Yule's "cut system" leaves out extra letters, adds specific spellings for sounds with variable spellings, and adds accents to show long vowels, as in this respelling of "occasion": o-cà-zhon. Fraser advocated a "non-phonemic" approach using a small set of common spelling patterns in which words would be respelled chunk by chunk, rather than phoneme by phoneme, as in this respelling of "persiflage": per-sif-large. According to both authors, the reduced vowel "schwa" need not be shown in a respelling, so long as syllabification and syllable stress are shown.
The following overlapping issues concerning pronunciation respelling in children's dictionaries were directly raised by Yule and Fraser: the level of difficulty, the type of notation, the degree of divergence from regular spelling, and pronunciation norms. Yule also raised the question of the types of impact respelling systems could have on children's literacy acquisition. These issues could be usefully addressed in studies that include American respelling systems as well as the IPA.
An issue that has arisen since the Yule and Fraser studies concerns the utility of pronunciation respellings given the availability of audio pronunciations in online dictionaries. Currently the advantage of written respellings is that they may be read phoneme by phoneme, in parallel to the way novice readers are taught to "stretch out" words to hear all the sounds they contain, while the audio pronunciations are given only as whole words spoken in real time. When audio pronunciations are made flexible, it will become possible to study and compare the utility of different combinations of pronunciation features in the online children's dictionaries.
Read more about this topic: Pronunciation Respelling For English
Famous quotes containing the words systems, children and/or dictionaries:
“The skylines lit up at dead of night, the air- conditioning systems cooling empty hotels in the desert and artificial light in the middle of the day all have something both demented and admirable about them. The mindless luxury of a rich civilization, and yet of a civilization perhaps as scared to see the lights go out as was the hunter in his primitive night.”
—Jean Baudrillard (b. 1929)
“Most women without children spend much more time than men on housework; with children, they devote more time to both housework and child care. Just as there is a wage gap between men and women in the workplace, there is a “leisure gap” between them at home. Most women work one shift at the office or factory and a “second shift” at home.”
—Arlie Hochschild (20th century)
“We never say so much as when we do not quite know what we want to say. We need few words when we have something to say, but all the words in all the dictionaries will not suffice when we have nothing to say and want desperately to say it.”
—Eric Hoffer (1902–1983)