CSV file summarizing vocabulary counts across grades.
For each reading-level group, statistics were computed with vocabulary counts appropriate to the upper end of the group, as per Zeno et al. For the first group, these were combined kindergarten/grade 1 counts; for the remaining groups, Grade 3, 5, 8, and 12, respectively. Words were counted only if Zeno broke down the statistics by grade level.
Summaries by grade. The brief listings include counts for each of the spellings used for the vowels; the full listings include also a list of all of the words used in the counts:
| Grade | ||
|---|---|---|
| (K-)1 | Brief | Full |
| (2-)3 | Brief | Full |
| (4-)5 | Brief | Full |
| (6-)8 | Brief | Full |
| (9-)12 | Brief | Full |
Only syllables at the edges of words were considered. Stress level of vowel was ignored. Final silent e was ignored in judging whether the critical vowel was found.
For experiment 1 /ɛ/, conditioning context: Word ends in /ɛd/. Typical context: Word ends in /ɛ/ plus any of /p/, /b/, /dʒ/, /ɡ/, /tʃ/, /k/. Critical vowel tabulated: ea.
For experiment 1 /i/, conditioning context: Word ends in /i/ plus either /d/ or /p/. Typical context: Word ends in /i/ plus any of /ɡ/, /θ/, /m/, /ð/, /st/. Critical vowel tabulated: ee.
For experiment 1 /ʊ/, conditioning context: Word ends in /ʊ/ plus any of /tʃ/, /ʃ/, /s/, /l/. Typical context: Word ends in /ʊ/ plus any of /f/, /k/. Critical vowel tabulated: u.
For experiment 1 /aʊ/, conditioning context: Word ends in /aʊ/ plus any of /l/ or /n/. Typical context: Word ends in /aʊ/ plus any of /dʒ/, /tʃ/, /s/. Critical vowel tabulated: ow.
For experiment 1 /aɪ/, conditioning context: Word ends in /aɪt/. Typical context: Word ends in /aɪ/ plus any of /b/, /v/, /f/, /s/. (NB: earlier paper includes /z/ and /d/. Don't know if that was a mistake, but it seems odd to gratuitously throw in what will amount to many inflected forms, when none of the stimuli ended in those sounds.) Critical vowel tabulated: igh.
For experiment 2 /ɑ/, conditioning context: Word begins in one or more consonants of which the last is /w/; followed by /ɑ/, followed by a consonant other than an approximant (i.e., one of /dʒ/, /tʃ/, /ð/, /ɡ/, /ʃ/, /θ/, /ʒ/, /ŋ/, /b/, /d/, /f/, /k/, /l/, /m/, /n/, /p/, /s/, /t/, /v/, /z/). Typical context: Word begins in one or more consonants of which the last is not /w/; followed by /ɑ/, followed by a consonant other than an approximant. Critical vowel tabulated: a.
For experiment 2 /ɚ/, conditioning context: Word begins /wɚ/, followed by a consonant other than an approximant. Typical context: Word begins with one or more consonants of which the last is not /w/; followed by /ɚ/, followed by a consonant other than an approximant. Critical vowel tabulated: or.
For experiment 2 /u/, conditioning context: Word begins with one or more consonants of which the last is not a coronal or /j/: i.e., it is one of /ɡ/, /b/, /f/, /h/, /k/, /m/, /p/, /v/; followed by /u/; followed by a consonant other than an approximant. Typical context: Word begins begins with one or more consonants of which the last is a coronal, i.e., one of /dʒ/, /tʃ/, /ð/, /ʃ/, /θ/, /ʒ/, /d/, /l/, /n/, /r/, /s/, /t/, /z/; followed by /u/; followed by a consonant other than an approximant. Critical vowel tabulated: oo.
CSV file showing spelling (sound to letter) consistency of each vowel in the study, computed over all environments. The frequencies used in the computations weight each word by the log of its frequency (+ 2) for the relevant grades as given by Zeno et al.
