Learning to spell : research, theory, and practice across languages
著者
書誌事項
Learning to spell : research, theory, and practice across languages
Lawrence Erlbaum Associates, 1997
- : hbk
- : pbk
大学図書館所蔵 全8件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
This distinctive cross-linguistic examination of spelling examines the cognitive processes that underlie spelling and the process of learning how to spell. The chapters report and summarize recent research in English, German, Hebrew, and French.
Framing the specific research on spelling are chapters that place spelling in braod theoretical perspectives provided by cognitive neuroscience, psycholinguistic, and writing system-linguistic frameworks. Of special interest is the focus on two major interrelated issues: how spelling is acquired and the relationship between reading and spelling. An important dimension of the book is the interweaving of these basic questions about the nature of spelling with practical questions about how children learn to spell in classrooms. A motivating factor in this work was to demonstrate that spelling research has become a central challenging topic in the study of cognitive processes, rather than an isolated skill learned in school. It thus brings together schooling and learning issues with modern cognitive research in a unique way. testing, children writing strings of letters as a teacher pronounces words ever so clearly. In parts of the United States it can also bring an image of specialized wizardry and school room competition, the "spelling bee." And for countless adults who confess with self-deprecation to being "terrible spellers," it is a reminder of a mysterious but minor affliction that the fates have visited on them. Beneath these popular images, spelling is a human literacy ability that reflects language and nonlanguage cognitive processes. This collection of papers presents a sample of contemporary research across different languages that addresses this ability.
To understand spelling as an interesting scientific problem, there are several important perspectives. First, spelling is the use of conventionalized writing systems that encode languages. A second asks how children learn to spell. Finally, from a literacy point of view, another asks the extent to which spelling and reading are related. In collecting some of the interesting research on spelling, the editors have adopted each of these perspectives. Many of the papers themselves reflect more than one perspective, and the reader will find important observations about orthographies, the relationship between spelling and reading, and issues of learning and teaching throughout the collection.
目次
Contents: C.A. Perfetti, L. Rieben, M. Fayol, Introduction. Part I:Theoretical Foundations: Writing Systems, Psycholinguistics, and Neuropsychology.J-P. Jaffre, From Writing to Orthography: The Functions and Limits of the Notion of System. C.A. Perfetti, The Psycholinguistics of Spelling and Reading. P. Zesiger, M-P. de Partz, The Cognitive Neuropsychology of Spelling. Part II:The Acquisition of Spelling.R. Treiman, M. Cassar, Spelling Acquisition in English. H. Wimmer, How Learning to Spell in German Differs From Learning to Spell in English. C. Totereau, M-G. Thevenin, M. Fayol, The Development of the Understanding of Number Morphology in Written French. J. Alegria, P. Mousty, Lexical Spelling Processes in Reading Disabled French-Speaking Children. L. Allal, Learning to Spell in the Classroom. T. Nunes, P. Bryant, M. Bindman, Spelling and Grammar--the Necsed Move. Part III:The Relationship Between Spelling and Reading.A.M.T. Bosman, G.C. Van Orden, Why Spelling Is More Difficult Than Reading. I. Berent, R. Frost, The Inhibition of Polygraphic Consonants in Spelling Hebrew: Evidence for Recurrent Assembly of Spelling and Phonology in Visual Word Recognition. J.E. Gombert, P. Bryant, N. Warrick, Children's Use of Analogy in Learning to Read and to Spell. L.C. Ehri, Learning to Read and Learning to Spell Are One and the Same, Almost. N. Ellis, Interactions in the Development of Reading and Spelling: Stages, Strategies and Exchange of Knowledge. L. Rieben, M. Saada-Robert, Relations Between Word Search Strategies and Word Copying Strategies in Children Aged 5-6 Years. P.H.K. Seymour, Foundations of Orthographic Development. L. Sprenger-Charolles, L.S. Siegel, D. Bechennec, Beginning Reading and Spelling Acquisition in French: A Longitudinal Study.
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