The Characteristics Of Incidental Words Learning Of Children With Spelling Difficulties

Children with spelling difficulties belong to the leaning disability groups, which has the characteristic that the reading skills and the spelling skills have developed uncoordinatedly. A concrete manifestation is that they have average reading skills but their spelling ability is backward, and the backwardness is not due to intellectual factors, neurophysiologic factors or the lack of learning opportunities, such uncoordinated consequence is generated from intentional learning process. The most research on-spelling difficulties was focus on the mechanisms of the formation of spelling difficulties, such as morphology representation, the links between the grapheme-sound connection etc aspects, the exploration on the impact from learning materials, characteristics of the target words in the children with spelling difficulties’learning process is not efficient. What’s more, the researches on the spelling difficulties children’s incidental words learning effect are not abundant. Studies have shown that incidental words learning is an important way of vocabulary growth of children, it is happened in children’s reading, watching television, conversation and any other activities, although not have the main purpose of learning new words, The children have learned the meaning of new vocabulary or pronunciation in some extent. In the past, research on incidental word learning has focused on normal children, the attention on the special groups of children, especially the children with spelling difficulties, such special children’s incidental words learning was inefficient.In this study, we make a combination of spelling difficulties and incidental words learning, choose the special group that children with spelling difficulties in grade2 as the subjects, through comparing the learning characteristics of two different groups between children with spelling difficulties and normal children to explore the the learning characteristics of children with spelling difficulties. The research mainly focus on the following aspects:(1) Using variance analysis, make a comparison on impact of the text’s style of pinyin labeled, the levels of words’concept difficulty in the process of incidental word learning, and then investigate the character of children with spelling difficulties’incidental words learning. (2) Using variance analysis, make a comparison among the effect of three learning styles (single incidental learning, single intentionally learning, compound learning) in the proceed of learning high-level concept difficulty words, and then investigate the the more effective way to learn the high-level difficulty of the words concept (Experiment 2)First step was the selection for the subjects before the formal experiment. Choose 582 two-grad students from 4 elementary schools from Chong Qing, Hu Bei and Zhe Jiang province. After the selection of the revised questionnaire, we obtained 75 children with spelling difficulties,432 children with normal spelling ability, in all,507subjects participated in the experimentl.The main goals of the experiment was to explorer the effect of the style of pinyin labeled and the different levels of difficulty of words concept in the process of spelling difficulties children’s incidental words learning. In the experiment, every subject accepted the one of the reading test, the text has different style of pinyin labeled, half of the text has the new word pinyin labeled, and the rest has a fulltext pinyin labeled, what’s more, every text contains different levels of difficulty of word conception target words. After the reading test, everyone had to finish the incidental words learning test, which asked the children to labeled the new words with pinyin. At last, the sum of the correct pinyin labeled words was taken as the children’s incidental word learning score. The results are as follows:(1) Children with spelling difficulties could incidental learning new characters through the reading, what is more, the possibility of incidental word learning was affected by the different styles of pinyin labeled. Children who read the text with fulltext pinyin labeled got the higher possibility of incidental word learning than the text with new words pinyin labeled. Under the help of fulltext pinyin labeled, the possibility of incidental word learning between two different level of spelling ability was not significant; but children with spelling difficulties got a lower possibility than children with normal spelling ability if they accepted the text with new words pinyin labeled.(2) children’s incidental words learning was affected by different level of difficulty of words’conception, children with spelling difficulties got the same possibility on different levels of difficulty(no significant difference), but the children with normal spelling ability got the different possibility of incidental words learning on the different level of difficulty, they got the higher possibility at the low difficulty than at the high difficulty level. when the target word’s difficulty level is low, the children with spelling difficulties got a lower possibility than children with normal spelling ability, while at the high difficulty level, two groups’ possibility has no significant difference.The experiment2 comparing three study ways’ possibility of learning, including single incidental words learning, single intentional words learning and the compound style learning (combine the incidental words learning and intentional words learning) to explore the most effective way for children with spelling difficulties to learn high level difficulty of words concept. Children with spelling difficulties and children with normal spelling ability were divided into three groups respectively, children with different ability levels accepted one of the learning style. Experimental results show that the possibility of two single learning style had no significant differences, and the possibility of two single learning style was significantly lower than compound learning style; while the children with normal spelling ability show the different characters, the possibility between the intentional learning style and the compound learning style had no significant difference, and the possibility of two styles was significantly higher than incidental words learning.In summary, for the children with spelling difficulties, the fulltext pinyin labeled is a more appropriate style, the assistance of the style of new words pinyin labeled was lower than the fulltext pinyin labeled; Compared to the children with normal spelling ability, the backward aspect of the children with spelling difficulties is the low level difficulty of words concept, because the possibility between two groups at the high level had no significant difference, so we can conclude that the children is not backward at all levels, they just don’t do well at the low level. When the children learning the high level difficulty of words concept, combine the incidental words learning and intentional words learning is the most effective way.