Writing Development

Name: Writing Development | An interdisciplinary view
Brand: John Benjamins Publishing Company
Price: 149.99 EUR
Availability: OnlineOnly

An interdisciplinary view

Clotilde Pontecorvo(Editor)

John Benjamins Publishing Company

1st Edition

Published on 6. November 1997

XXXII, 338 pages

E-Book

PDF with Adobe-DRM

System requirements

978-90-272-8298-9 (ISBN)

€149.99incl. 7% vat

System requirements

for PDF with Adobe-DRM

E-Book Single Licence

Available for download

Description

More details

Other editions

Person

Content

WRITING DEVELOPMENT: AN INTERDISCIPLINARY VIEW
Editorial page
Title page
Copyright page
ESF remit
Authors' affiliations
Acknowledgments
Table of Contents
Introduction. Studying writing and writing acquisition today A multidisciplinary view
1. Writing as a scientific field
2. Writing versus reading
3. Broadening our view of writing
4. A literate issue: the complex relationships between literacy and orality
5. The need for a multidisciplinary approach to literacy sciences
6. Learning a written language, learning a writing system
7. Cultural artifacts and tools in writing
8. Different sociocultural and sociolinguistic contexts of writing
9. The articulation of this book
PART I. Writing and literacy acquisition: Links between linguistics and psycholinguistics
On the relations between speech and writing
1. Language and writing
2. Writing and the discovery of linguistic form
3. Children's discovery of "words
4. Writing and knowledge about language
5. Writing and cognition
Acknowledgment
The Unit in Written and Oral Language
1. Unit definition in graphic form.
2. The word
2.1. A first definition: the word is an independent item
2.2. The word is an item which may be divided
2.3. The notion of "divisible" differs for each language
2.4. The disequilibrium between the word in the utterance and the word in the system
2.5. The graphic word and the "morpheme" of the linguists
2.6 From the point of view of meaning: one or several words?
2.7. Some principles in writing representations
2.8. "Attached" or "divided" words. Scriptio continua
2.9. The "real" language words
3. Conclusion
Notes
The Word Out of (Conceptual) Context
1. Preliminaries
2. The consequences of the lack of theorization about writing for psycholinguistic research
3. The tasks attributed to writing
4. Historical evolution
5. Psycholinguistic development: oral and written language
6. The development of the notion of word: Research about oral language or written language?
7. Final remarks
Notes
Preschool Knowledge of Language: What Five year olds Know about Language Structure and Language Use
1. Introduction
2. Form-function relations in language development
3. The developmental history of linguistic forms
3.1. Accusatives, Resultative Participles, and Passives
3.2. Resultative Participles versus Denominal Adjectives
3.3 Nominalized Forms
3.4. Null Subjects and Topic Elision
3.5. Connectivity and Narrative Structure
4. Conclusions
Notes
Acknowledgments
Explicit Word Segmentation and Writing in Hebrew and Spanish
1. Differences and similarities between Hebrew and Spanish
2. Development of word segmentation
3. Development of word writing
4. Development of word-writing in Hebrew and Spanish
5. Development of Word Segmentation in Hebrew and Spanish
6. Word writing and word segmentation in Hebrew and Spanish
Notes
Acknowledgements
Appendix 1
Appendix 2
PART II. Writing and reading in time and culture
Orality/Literacy, Languages and Alphabets. Examples from Jewish Cultures
1. The first period
2. New developments after the 2nd century BCE
3. The Islamic period: expansion of literacy and orality
4. Christian Europe (1000-1250)
5. The Renaissance and Modern Times
6. Conclusion
The Notion of Orthography. A Latin Inheritance
1. The general framework
2. The Greek antecedents
3. The Latin orthographers and their programme
4. Problems: the questionable units
5. Problems: the futility of phonetic transcription
6. Problems: phonetics and phonology
7. Resistance to the idea of a norm
8. From representation to reproduction
Notes
Aspectsof a History of Written Language Processing. Examples from the Roman world and the early Middle Ages
1. Background
2. Aspects of the history of the book
2.1. Material
2.2. The organisation of the page
3. Aspects of a history of the writing process
3.1. Writing in the Roman world
3.2. The Middle Ages
3.3 Serial organisation: The ABC
4. Aspects of a history of the reading process
4.1. Reading in the Roman world
4.2. The Middle Ages
5. Conclusions and perspectives
5.1. A tentative summary
5.2. Potential and use
5.3. Qui fecit?
Notes
Orality in Literate Cultures
1. Linguistic medium, linguistic conception, and cultural orality/literacy
2. Oral culture within literate cultures
3. Phonic distance within literate cultures
4. Graphic immediacy within literate cultures
5. Immediacy in relation to distance within literate cultures
6. Conclusion
Notes
The Graphic Space of the School Exercise Books in France in the 19th-20th century
1. Varieties of exercise
2. Copying
3. Making lists and tables
4. Keeping daily records
5. The intellectual function of the graphic exercise
Notes
PART III. Written language competence in monolingual and bilingual contexts
Productionand Comprehension of Connectives in the Written Modality. A Study of Written French
1. Producing connectives in written texts
2. Comprehending connectives when reading texts
6. Concluding remarks
Towards a Better Understanding of Biliteracy
1. What is biliteracy ?
2. Contexts of biliteracy
3. Aspects of individual biliteracy
5. Research needs
Notes
Acknowledgments
Acquisition of Literacy by Immigrant Children
1. Early bilingualism and emergent literacy
1.1. Acquisition of bilingual proficiency
1.2. Bilingual proficiency and metalinguistic awareness
1.3. Emergent literacy in a bilingual context
1.4. Role of the environment
2. Learning to read in a second language
2.1. Processual characteristics
2.2. Individual variation
2.3. Causes of class repeating
2.4. Instructional alternatives
3. Bilingualism and school success
3.1. Attaining functional biliteracy
3.2. Bilingual proficiency and school progress
3.3. Transfer in bilingual development
4. Final remarks
PART IV. Writing systems, brain structures and languages: A neurolinguistic view
Domain-Specificity and Fractionability of Neuropsychological Processes in Literacy Acquisition
1. Introduction
2. Historical digression and clinical paradoxes
3. The "extrinsic" factors
4. External boundaries
4.1. Motor impairment and reading
4.2. Mental retardation and reading
4.3. Outstanding intelligence and reading
4.4. Phoneme awareness and reading
5. A fractionable edifice
6. A domain-specific architecture
7.Conclusions
Reading Difficulties among English and German Children: Same Cause - Different Manifestation
1. What is dyslexia?
2. German orthography and reading instruction
3. The acquisition of phonological coding in young German and English readers
3.1. German-English differences in word and nonword reading
3.2. Conclusions about normal acquisition
4. Phonological coding in German and English dyslexic children
4.1. Differences in reading strategies
4.2. Conclusions about dyslexia
5. Evidence for a specific speed deficit in phonological coding among German dyslexic children
6. Conclusions from German-English comparisons
Neural Organisation and Writing Systems
BIBLIOGRAPHIC REFERENCES
Analytic index

System requirements

Save as PDF Copy link into clipboard

Schweitzer Fachinformationen

Writing Development

Description

More details

Other editions

Additional editions

Person

Content

System requirements