The purpose of the ensuing study is to investigate how toddlers develop differentiating schemata in order to discern homophone lexemes. The sample of the study consisted of sixty toddlers attending two kindergartens in Kozani. Two language tests were used to document the schemata: a) a closed type test and b) a semi-structured interview. The homophone words/pairs of the two tests were based on the categorization and tables proposed by Nakas, Magoula & Kapothanasi (2010). The semi-structured interview questions were based on the learning strategies proposed by Oxford (1990). The results of the language tests indicated that toddlers distinguished successfully the correct answer –in the category of non etymological, total, non identical words- when the pairs of homophone heterograph lexemes were nouns. Moreover, the outcome of the interviews displayed that toddlers used a variety of schemata -cognitive, mnemonic, social, emotional and metacognitive- to cope with the aforementioned tests.
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In-Text Citation: (Papavasileiou, 2018)
To Cite this Article: Papavasileiou, Ch. (2018). Reading Strategies of Homophone Lexemes in Toddlers. Multilingual Academic Journal of Education and Social Sciences, 6(1), 122–140 (in Greek).
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