Learning to read and write : a cross-linguistic perspective
Author(s)
Bibliographic Information
Learning to read and write : a cross-linguistic perspective
(Cambridge studies in cognitive perceptual development)
Cambridge University Press, 1999
- : hard
Available at 35 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
For many years, the development of theories about the way children learn to read and write was dominated by studies of English-speaking populations. As we have learned more about the way that children learn to read and write other scripts - whether they have less regularity in their grapheme-phoneme correspondences or do not make use of alphabetic symbols at all - it has become clear that many of the difficulties that confront children learning to read and write English specifically are less evident, or even non-existent, in other populations. At the same time, some aspects of learning to read and write are very similar across scripts. The unique cross-linguistic perspective offered in this book, including chapters on Japanese, Greek and the Scandinavian languages as well as English, shows how the processes of learning to read and spell are affected by the characteristics of the writing system that children are learning to master.
Table of Contents
- List of contributors
- 1. Introduction: a cross-linguistic perspective on learning to read and write Margaret Harris and Giyoo Hatano
- 2. The acquisition of Italian orthography Giuseppe Cossu
- 3. Learning to read German: normal and impaired acquisition Heinz Wimmer, Karin Landerl and Uta Frith
- 4. Learning to read and spell in Greek: the importance of letter knowledge and morphological awareness Margaret Harris and Vicky Giannouli
- 5. Phonological awareness, syntactic awareness and learning to read and spell in Brazilian Portuguese Lucia Lins Browne Rego
- 6. Learning to read and write in Hebrew David Share and Iris Levin
- 7. Different morphemes, same spelling problems: cross-linguistic developmental studies Peter Bryant, Terezhina Nunes and Athanasios Aidinis
- 8. The relationship between phonological awareness and orthographic representation in different orthographies Usha Goswami
- 9. Learning to read in Scandinavia Ingvar Lundberg
- 10. Learning to read Chinese J. Richard Hanley, Ovid Tzeng and H.-S. Huang
- 11. Reading skill development in bilingual Singaporean children Susan Rickard Liow
- 12. Learning to read and write in Japanese Kiyomi Akita and Giyoo Hatano
- Index.
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