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This book is a developmental crosslinguistic and cross-orthographic perspective on learning to write from preschool up to university level, from children's earliest conceptions of the meaning of writing up to university students struggling with the meaning of computer writing. It includes original research in three different writing systems (Roman, Hebrew, and Chinese) and six languages (Chinese, German, English, French, Hebrew, and Spanish) in different knowledge dimensions of writing: general meaning and function of writing, graphic conventions, punctuation, morphology, and discursive organization. The authors demonstrate that writing is a source of knowledge that triggers cognitive and linguistic development. They also show that the study of writing development is of crucial importance for developmental psychologists, psycholinguists, curriculum planners, and teachers at every educational level.
Introduction: Developmental Perspectives on Writing; L. Tolchinsky. Absence, Negation, Impossibility and Falsity in Children's First Writing; C. Pontecorvo, F. Rossi. Explicit Teaching and Implicit Learning of Chinese Characters; L. Chan, T. Nunes. On the Interplay of Genre and Writing Conventions in Early Text Writing; A. Sandbank. The Development of Graphic Words in Written Spanish what can be learnt from Counterexamples? L. Tolchinsky, C. Cintas. Learning the Written Morphology of Plural in Written French; M. Fayol, C. Togereau. The Power of Plural; G. Rylaarsdam, et al. Talking and Writing: How do Children Develop Shared Meanings in the School Setting? P. Lacasa, et al. Written English, Word Processors, and Meaning making a Semiotic Perspective on the Development of Adult Students' Academic Writing; M. Scott. References. Author Index. Subject Index.
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