Relationships to phonology, reading, and writing
著者
書誌事項
Relationships to phonology, reading, and writing
（Neuropsychology and cognition, 11 . The varieties of orthographic knowledge ; 2）
Kluwer Academic Publishers, c1995
- : set(vols 8 + 11)
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注記
Includes bibliographical references
内容説明・目次
- 巻冊次
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: set(vols 8 + 11) ISBN 9780792330813
内容説明
This volume is the first of a two-part series dealing with the theoretical, definitional, methodological, and developmental issues involved in investigating the role of orthography in reading and writing. Although research on orthography has a long history in experimental psychology and neuropsychology, it was relatively neglected during the past decade when researchers turned their attention to phonological processes in literacy. However, interest in orthography is reemerging as the research reported in this series demonstrates. Taken together, the two volumes report evidence for shared and independent genetic pathways, shared and independent electrophysiological brain activity, and shared and independent behavioral indices of orthographic and phonological processes and emphasize the similarities and differences of orthographies across languages.
Volume I proposes a theoretical framework based on the multiple dimensions of orthographic knowledge for guiding future research. For basic and applied researchers and graduate students in cognitive and developmental psychology, neuropsychology, linguistics, and education.
目次
- Preface. Introduction to Volume I
- V.W. Berninger. Biological Constraints: Twin Studies. 1. Genes, Environment, and the Development of Orthographic Skills
- R. Olson, H. Forsberg, B. Wise. Linguistic Constraints: Cross-Linguistic Studies. 2. Reading Chinese and Reading English: Similarities, Differences, and Second-Language Reading
- N.E. Jackson, Wen-Hui Lu, Daushen Ju. 3. Higher-Order Linguistic Influences on Development of Orthographic Knowledge: Illustrations from Spelling Problems in Dutch and Assessment Tools
- E.M.H. Assink, G. Kattenberg. 4. Towards a More Universal Understanding of the Developmental Dyslexias: The Contribution of Orthographic Factors
- M. Wolf, C. Pfeil, R. Lotz, K. Biddle. Orthographic-Linguistic Relationships: Literacy Acquisition Studies. 5. Limits upon Orthographic Knowledge due to Processes Indexed by Naming Speed
- P. Bowers, J. Golden, A. Kennedy, A. Young. 6. The Sound-to-Spelling Connection: Orthographic Activation in Auditory Word Recognition and its Implications for the Acquisition of Phonological Awareness and Literacy Skills
- R.W. Barron. 7. The Development of Orthographic Processing Ability
- R. Wagner, T.A. Barker. 8. Multiple Orthographic and Phonological Codes in Literacy Acquisition: An Evolving Research Program
- V.W. Berninger, R.D. Abbott. Commentaries on Volume I: Phonological and Orthographic Processing: Separate but Equal? B. R. Foorman. Orthographic Knowledge Is Orthographic Knowledge Is Orthographic Knowledge
- E. Geva, D. Willows.
- 巻冊次
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ISBN 9780792336419
内容説明
The role of orthography in reading and writing is not a new topic of inquiry. For example, in 1970 Venezky made a seminal contribution with The Structure of English Orthography in which he showed how both sequential redundancy (probable and permissible letter sequences) and rules of letter-sound correspondence contribute to orthographic structure. In 1972 Kavanagh and Mattingly edited Language by Eye and by Ear which contained important linguistic studies of the orthographic system. In 1980 Ehri introduced the concept of orthographic images, that is, the representation of written words in memory, and proposed that the image is created by an amalgamation of the word's orthographic and phonological In 1981 Taylor described the evolution of properties. orthographies in writing systems-from the earliest logographies for pictorial representation of ideas to syllabaries for phonetic representation of sounds to alphabets for phonemic representation of sounds. In 1985 Frith proposed a stage model for the role of orthographic knowledge in development of word recognition: Initially in the logographic stage a few words can be recognized on the basis of partial spelling information; in the alphabetic stage words are recognized on the basis of grapheme-phoneme correspondence; in the orthographic stage spelling units are recognized automatically without phonological mediation. In 1990 Adams applied connectionism to an analysis of the orthographic processing of skilled readers: letter patterns emerge from the association units linking individual letters.
目次
- Preface. Introduction to Volume II
- V.W. Berninger. Relationships to Phonology. 1. From Orthography to Psychology to Reading
- R.L. Venezky. 2. The Increasingly Inextricable Relationship between Orthographic and Phonological Coding in Learning to Read: Some Reservations about Current Methods of Operationalizing Orthographic Coding
- F. Vellutino, et al. 3. Electrophysiological Correlates of Orthographic and Phonological Processing. Using the Probe Procedure
- D.L. Molfese, et al. Relationships to Reading. 4. Development of Orthographic and Phonological Processes in Normal and Disabled Reading
- C. Lennox, L.S. Siegel. 5. In Search of the Core Features of Dyslexia: Observations Concerning Dyslexia in the Highly Orthographically Regular Finnish Language
- H. Lyytinen, et al. 6. Children's Use of Orthographic and Contextual Information in Word Recognition and Comprehension
- Yeu Hong Kim (Yoon), E. Goetz. Relationships to Writing. 7. Children's Spelling Strategies
- C.K. Varnhagen. 8. Children's Acquisition and Retention of Word Spellings
- L. Dreyer, et al. 9. Structural Equation Modeling and Hierarchical Linear Modeling: Tools for Studying the Construct Validity of Orthographic Processes in Reading and Writing Development
- R.D. Abbott, V.W. Berninger. Commentary: What is Visual in Orthographic Processing? D. Willows, E. Geva. Practiced Connections of Orthographic and Phonological Processing
- B. Foorman.
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