Spelling Challenges in Hindi

Abstract Fourth standard students (8–10 years old) learning Hindi as an additional language played a mobile game that teaches children to identify complex akshara (akshara that contain at least two consonant components) and spell words that contain complex akshara. We analyzed the game data to ident...
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Autor*in:	Bhide, Adeetee [verfasserIn] Perfetti, Charles A. Luo, Wencan Vijay, Nivita Wang, Jingtao Maries, Adrian Nag, Sonali

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	Alphasyllabaries Hindi Decoding Spelling Educational games

Anmerkung:	© National Academy of Psychology (NAOP) India 2021

Übergeordnetes Werk:	Enthalten in: Psychological studies - Neu Delhi : Springer India, 2009, 66(2021), 4 vom: Dez., Seite 390-407
Übergeordnetes Werk:	volume:66 ; year:2021 ; number:4 ; month:12 ; pages:390-407

Links:	Volltext

DOI / URN:	10.1007/s12646-021-00625-8

Katalog-ID:	SPR045845824

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520			\|a Abstract Fourth standard students (8–10 years old) learning Hindi as an additional language played a mobile game that teaches children to identify complex akshara (akshara that contain at least two consonant components) and spell words that contain complex akshara. We analyzed the game data to identify aspects of both akshara and words that are challenging to students. We replicated some findings from previous studies: (1) students struggle with complex akshara that look different than their components (i.e., opaque complex akshara); (2) they struggle with akshara that have a nonlinear arrangement of components; and (3) they struggle to spell words when there is a mismatch between the orthographic and phonological syllable. Because we had more stimuli than previous studies, we were able to examine finer comparisons in opacity and linearity. Furthermore, we were the first to identify that students make rampant phonological errors specifically on aspirated consonants, which are relatively rare in Hindi.
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allfields	10.1007/s12646-021-00625-8 doi (DE-627)SPR045845824 (SPR)s12646-021-00625-8-e DE-627 ger DE-627 rakwb eng Bhide, Adeetee verfasserin (orcid)0000-0002-7944-6616 aut Spelling Challenges in Hindi 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Academy of Psychology (NAOP) India 2021 Abstract Fourth standard students (8–10 years old) learning Hindi as an additional language played a mobile game that teaches children to identify complex akshara (akshara that contain at least two consonant components) and spell words that contain complex akshara. We analyzed the game data to identify aspects of both akshara and words that are challenging to students. We replicated some findings from previous studies: (1) students struggle with complex akshara that look different than their components (i.e., opaque complex akshara); (2) they struggle with akshara that have a nonlinear arrangement of components; and (3) they struggle to spell words when there is a mismatch between the orthographic and phonological syllable. Because we had more stimuli than previous studies, we were able to examine finer comparisons in opacity and linearity. Furthermore, we were the first to identify that students make rampant phonological errors specifically on aspirated consonants, which are relatively rare in Hindi. Alphasyllabaries (dpeaa)DE-He213 Hindi (dpeaa)DE-He213 Decoding (dpeaa)DE-He213 Spelling (dpeaa)DE-He213 Educational games (dpeaa)DE-He213 Perfetti, Charles A. aut Luo, Wencan aut Vijay, Nivita aut Wang, Jingtao aut Maries, Adrian aut Nag, Sonali aut Enthalten in Psychological studies Neu Delhi : Springer India, 2009 66(2021), 4 vom: Dez., Seite 390-407 (DE-627)603486223 (DE-600)2501465-1 0974-9861 nnns volume:66 year:2021 number:4 month:12 pages:390-407 https://dx.doi.org/10.1007/s12646-021-00625-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 66 2021 4 12 390-407
spelling	10.1007/s12646-021-00625-8 doi (DE-627)SPR045845824 (SPR)s12646-021-00625-8-e DE-627 ger DE-627 rakwb eng Bhide, Adeetee verfasserin (orcid)0000-0002-7944-6616 aut Spelling Challenges in Hindi 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Academy of Psychology (NAOP) India 2021 Abstract Fourth standard students (8–10 years old) learning Hindi as an additional language played a mobile game that teaches children to identify complex akshara (akshara that contain at least two consonant components) and spell words that contain complex akshara. We analyzed the game data to identify aspects of both akshara and words that are challenging to students. We replicated some findings from previous studies: (1) students struggle with complex akshara that look different than their components (i.e., opaque complex akshara); (2) they struggle with akshara that have a nonlinear arrangement of components; and (3) they struggle to spell words when there is a mismatch between the orthographic and phonological syllable. Because we had more stimuli than previous studies, we were able to examine finer comparisons in opacity and linearity. Furthermore, we were the first to identify that students make rampant phonological errors specifically on aspirated consonants, which are relatively rare in Hindi. Alphasyllabaries (dpeaa)DE-He213 Hindi (dpeaa)DE-He213 Decoding (dpeaa)DE-He213 Spelling (dpeaa)DE-He213 Educational games (dpeaa)DE-He213 Perfetti, Charles A. aut Luo, Wencan aut Vijay, Nivita aut Wang, Jingtao aut Maries, Adrian aut Nag, Sonali aut Enthalten in Psychological studies Neu Delhi : Springer India, 2009 66(2021), 4 vom: Dez., Seite 390-407 (DE-627)603486223 (DE-600)2501465-1 0974-9861 nnns volume:66 year:2021 number:4 month:12 pages:390-407 https://dx.doi.org/10.1007/s12646-021-00625-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 66 2021 4 12 390-407
allfields_unstemmed	10.1007/s12646-021-00625-8 doi (DE-627)SPR045845824 (SPR)s12646-021-00625-8-e DE-627 ger DE-627 rakwb eng Bhide, Adeetee verfasserin (orcid)0000-0002-7944-6616 aut Spelling Challenges in Hindi 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Academy of Psychology (NAOP) India 2021 Abstract Fourth standard students (8–10 years old) learning Hindi as an additional language played a mobile game that teaches children to identify complex akshara (akshara that contain at least two consonant components) and spell words that contain complex akshara. We analyzed the game data to identify aspects of both akshara and words that are challenging to students. We replicated some findings from previous studies: (1) students struggle with complex akshara that look different than their components (i.e., opaque complex akshara); (2) they struggle with akshara that have a nonlinear arrangement of components; and (3) they struggle to spell words when there is a mismatch between the orthographic and phonological syllable. Because we had more stimuli than previous studies, we were able to examine finer comparisons in opacity and linearity. Furthermore, we were the first to identify that students make rampant phonological errors specifically on aspirated consonants, which are relatively rare in Hindi. Alphasyllabaries (dpeaa)DE-He213 Hindi (dpeaa)DE-He213 Decoding (dpeaa)DE-He213 Spelling (dpeaa)DE-He213 Educational games (dpeaa)DE-He213 Perfetti, Charles A. aut Luo, Wencan aut Vijay, Nivita aut Wang, Jingtao aut Maries, Adrian aut Nag, Sonali aut Enthalten in Psychological studies Neu Delhi : Springer India, 2009 66(2021), 4 vom: Dez., Seite 390-407 (DE-627)603486223 (DE-600)2501465-1 0974-9861 nnns volume:66 year:2021 number:4 month:12 pages:390-407 https://dx.doi.org/10.1007/s12646-021-00625-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 66 2021 4 12 390-407
allfieldsGer	10.1007/s12646-021-00625-8 doi (DE-627)SPR045845824 (SPR)s12646-021-00625-8-e DE-627 ger DE-627 rakwb eng Bhide, Adeetee verfasserin (orcid)0000-0002-7944-6616 aut Spelling Challenges in Hindi 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Academy of Psychology (NAOP) India 2021 Abstract Fourth standard students (8–10 years old) learning Hindi as an additional language played a mobile game that teaches children to identify complex akshara (akshara that contain at least two consonant components) and spell words that contain complex akshara. We analyzed the game data to identify aspects of both akshara and words that are challenging to students. We replicated some findings from previous studies: (1) students struggle with complex akshara that look different than their components (i.e., opaque complex akshara); (2) they struggle with akshara that have a nonlinear arrangement of components; and (3) they struggle to spell words when there is a mismatch between the orthographic and phonological syllable. Because we had more stimuli than previous studies, we were able to examine finer comparisons in opacity and linearity. Furthermore, we were the first to identify that students make rampant phonological errors specifically on aspirated consonants, which are relatively rare in Hindi. Alphasyllabaries (dpeaa)DE-He213 Hindi (dpeaa)DE-He213 Decoding (dpeaa)DE-He213 Spelling (dpeaa)DE-He213 Educational games (dpeaa)DE-He213 Perfetti, Charles A. aut Luo, Wencan aut Vijay, Nivita aut Wang, Jingtao aut Maries, Adrian aut Nag, Sonali aut Enthalten in Psychological studies Neu Delhi : Springer India, 2009 66(2021), 4 vom: Dez., Seite 390-407 (DE-627)603486223 (DE-600)2501465-1 0974-9861 nnns volume:66 year:2021 number:4 month:12 pages:390-407 https://dx.doi.org/10.1007/s12646-021-00625-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 66 2021 4 12 390-407
allfieldsSound	10.1007/s12646-021-00625-8 doi (DE-627)SPR045845824 (SPR)s12646-021-00625-8-e DE-627 ger DE-627 rakwb eng Bhide, Adeetee verfasserin (orcid)0000-0002-7944-6616 aut Spelling Challenges in Hindi 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Academy of Psychology (NAOP) India 2021 Abstract Fourth standard students (8–10 years old) learning Hindi as an additional language played a mobile game that teaches children to identify complex akshara (akshara that contain at least two consonant components) and spell words that contain complex akshara. We analyzed the game data to identify aspects of both akshara and words that are challenging to students. We replicated some findings from previous studies: (1) students struggle with complex akshara that look different than their components (i.e., opaque complex akshara); (2) they struggle with akshara that have a nonlinear arrangement of components; and (3) they struggle to spell words when there is a mismatch between the orthographic and phonological syllable. Because we had more stimuli than previous studies, we were able to examine finer comparisons in opacity and linearity. Furthermore, we were the first to identify that students make rampant phonological errors specifically on aspirated consonants, which are relatively rare in Hindi. Alphasyllabaries (dpeaa)DE-He213 Hindi (dpeaa)DE-He213 Decoding (dpeaa)DE-He213 Spelling (dpeaa)DE-He213 Educational games (dpeaa)DE-He213 Perfetti, Charles A. aut Luo, Wencan aut Vijay, Nivita aut Wang, Jingtao aut Maries, Adrian aut Nag, Sonali aut Enthalten in Psychological studies Neu Delhi : Springer India, 2009 66(2021), 4 vom: Dez., Seite 390-407 (DE-627)603486223 (DE-600)2501465-1 0974-9861 nnns volume:66 year:2021 number:4 month:12 pages:390-407 https://dx.doi.org/10.1007/s12646-021-00625-8 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 66 2021 4 12 390-407
language	English
source	Enthalten in Psychological studies 66(2021), 4 vom: Dez., Seite 390-407 volume:66 year:2021 number:4 month:12 pages:390-407
sourceStr	Enthalten in Psychological studies 66(2021), 4 vom: Dez., Seite 390-407 volume:66 year:2021 number:4 month:12 pages:390-407
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Alphasyllabaries Hindi Decoding Spelling Educational games
isfreeaccess_bool	false
container_title	Psychological studies
authorswithroles_txt_mv	Bhide, Adeetee @@aut@@ Perfetti, Charles A. @@aut@@ Luo, Wencan @@aut@@ Vijay, Nivita @@aut@@ Wang, Jingtao @@aut@@ Maries, Adrian @@aut@@ Nag, Sonali @@aut@@
publishDateDaySort_date	2021-12-01T00:00:00Z
hierarchy_top_id	603486223
id	SPR045845824
language_de	englisch
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author	Bhide, Adeetee
spellingShingle	Bhide, Adeetee misc Alphasyllabaries misc Hindi misc Decoding misc Spelling misc Educational games Spelling Challenges in Hindi
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topic_title	Spelling Challenges in Hindi Alphasyllabaries (dpeaa)DE-He213 Hindi (dpeaa)DE-He213 Decoding (dpeaa)DE-He213 Spelling (dpeaa)DE-He213 Educational games (dpeaa)DE-He213
topic	misc Alphasyllabaries misc Hindi misc Decoding misc Spelling misc Educational games
topic_unstemmed	misc Alphasyllabaries misc Hindi misc Decoding misc Spelling misc Educational games
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title	Spelling Challenges in Hindi
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author_browse	Bhide, Adeetee Perfetti, Charles A. Luo, Wencan Vijay, Nivita Wang, Jingtao Maries, Adrian Nag, Sonali
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title_sort	spelling challenges in hindi
title_auth	Spelling Challenges in Hindi
abstract	Abstract Fourth standard students (8–10 years old) learning Hindi as an additional language played a mobile game that teaches children to identify complex akshara (akshara that contain at least two consonant components) and spell words that contain complex akshara. We analyzed the game data to identify aspects of both akshara and words that are challenging to students. We replicated some findings from previous studies: (1) students struggle with complex akshara that look different than their components (i.e., opaque complex akshara); (2) they struggle with akshara that have a nonlinear arrangement of components; and (3) they struggle to spell words when there is a mismatch between the orthographic and phonological syllable. Because we had more stimuli than previous studies, we were able to examine finer comparisons in opacity and linearity. Furthermore, we were the first to identify that students make rampant phonological errors specifically on aspirated consonants, which are relatively rare in Hindi. © National Academy of Psychology (NAOP) India 2021
abstractGer	Abstract Fourth standard students (8–10 years old) learning Hindi as an additional language played a mobile game that teaches children to identify complex akshara (akshara that contain at least two consonant components) and spell words that contain complex akshara. We analyzed the game data to identify aspects of both akshara and words that are challenging to students. We replicated some findings from previous studies: (1) students struggle with complex akshara that look different than their components (i.e., opaque complex akshara); (2) they struggle with akshara that have a nonlinear arrangement of components; and (3) they struggle to spell words when there is a mismatch between the orthographic and phonological syllable. Because we had more stimuli than previous studies, we were able to examine finer comparisons in opacity and linearity. Furthermore, we were the first to identify that students make rampant phonological errors specifically on aspirated consonants, which are relatively rare in Hindi. © National Academy of Psychology (NAOP) India 2021
abstract_unstemmed	Abstract Fourth standard students (8–10 years old) learning Hindi as an additional language played a mobile game that teaches children to identify complex akshara (akshara that contain at least two consonant components) and spell words that contain complex akshara. We analyzed the game data to identify aspects of both akshara and words that are challenging to students. We replicated some findings from previous studies: (1) students struggle with complex akshara that look different than their components (i.e., opaque complex akshara); (2) they struggle with akshara that have a nonlinear arrangement of components; and (3) they struggle to spell words when there is a mismatch between the orthographic and phonological syllable. Because we had more stimuli than previous studies, we were able to examine finer comparisons in opacity and linearity. Furthermore, we were the first to identify that students make rampant phonological errors specifically on aspirated consonants, which are relatively rare in Hindi. © National Academy of Psychology (NAOP) India 2021
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container_issue	4
title_short	Spelling Challenges in Hindi
url	https://dx.doi.org/10.1007/s12646-021-00625-8
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author2	Perfetti, Charles A. Luo, Wencan Vijay, Nivita Wang, Jingtao Maries, Adrian Nag, Sonali
author2Str	Perfetti, Charles A. Luo, Wencan Vijay, Nivita Wang, Jingtao Maries, Adrian Nag, Sonali
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doi_str	10.1007/s12646-021-00625-8
up_date	2024-07-03T18:39:52.997Z
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