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Developmental Orthography.
Philip Luelsdorff's highly original approach to the grammar of orthography is to analyse in detail how German pupils learn about written English. In this collection of essays and experiments we are presented with the rich finds of a decade of programmatic research. The context is set with an ex...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam :
John Benjamins Pub. Co.,
1991.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 003 | OCoLC | ||
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| 100 | 1 | |a Luelsdorff, Philip A. | |
| 245 | 1 | 0 | |a Developmental Orthography. |
| 260 | |a Amsterdam : |b John Benjamins Pub. Co., |c 1991. | ||
| 300 | |a 1 online resource (289 pages) | ||
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| 505 | 0 | |a DEVELOPMENTAL ORTHOGRAPHY; Title page; Copyright page; Acknowledgments; Table of contents; Preface; Introduction Uta Frith; English Vowel Spellings; Introduction; 1. The prior framework; 2. A hierarchical framework; 3. Orthographic constituent structure; 4. Conclusion; A Formal Approach to Error Taxonomy; Introduction; 1. Error taxonomy; 2. Structural errors; 3. Rank hierarchy; 4. Final remarks; Processing Strategies in Bilingual Spellers; Introduction; 1. Processing strategies; 1.1 Letter-naming; 1.2 Overgeneralization; 1.3 Transfer; 2. Summary and conclusion; Note. | |
| 505 | 8 | |a Bilingual Intralinguistic Orthographic InterferenceIntroduction; 1. The group experiment; 2. The error framework; 3. Some conclusions; Note; The Complexity Hypothesis and Graphemic Ambiguity; 1. Introduction; 1.1 Review of the literature; 1.2 Purpose; 2. Consonant doubling in German and English; 2.1 German consonant doubling; 2.2 English consonant doubling; 3. Method; 3.1 Subjects; 3.2 Design; 3.3 Materials; 3.4 Procedure; 4. Results; 4.1 Hypothesis 1; 4.2 Hypothesis 2; 5. Discussion; 5.1 Hypothesis 1; 5.2 Hypothesis 2; 6. Conclusion; APPENDIX I; APPENDIX II. | |
| 505 | 8 | |a The Complexity Hypothesis and Morphemic SpellingIntroduction; 1. Received developmental patterns; 2. Learning morphemic spelling; 3. Hierarchies of accuracy vs. hierarchies of acquisition; 4. Error patterns in morphemic spelling; 5. Summary and prospects; Note; APPENDIX: Instruction on the pronunciation and spelling of the regular past tense; Psycholinguistic determinants of orthography acquisition; Introduction; 1. Method; 2. Purpose; 3. Procedure; 4. Results; 1. Summary of data in terms of sound, grade and school type; 2. Investigation of each hypothesis separately; 3. A general model. | |
| 505 | 8 | |a 4. Prototypical errors4.1 Hauptschule; 4.2 Realschule; 4.3 Gymnasium; 5. Conclusion; Note; APPENDIX I. Tables; APPENDIX II; Developmental Morphographemics; 0. Introduction; 1. Purpose; 2. The Experiment; 3. Discussion; 3.1 The Familiarity Hypothesis; 3.2 The Part of Speech Hypothesis; 3.3 The Morphology Hypothesis; 3.4 The Morphographemic Rule Hypothesis; 4. Conclusion; APPENDIX I. Phonology-free Morphographemic Alternations; APPENDIX II. Developmental Morphographemics (N = 13); Orthographic Complexity and Orthography Acquisition; Introduction; 1. Orthographic complexity. | |
| 505 | 8 | |a 2. Orthographic complexity and orthography of inflection3. Acquisition of the orthography of inflection and contraction; 4. Acquisitional stages; 5. Individual variation; 6. Developmental orthography; 7. Conclusion; APPENDIX I: Dictation Exercise; APPENDIX II: Test Words; A Psycholinguistic Model of the Bilingual Speller; Introduction; 1. The experiment; 2. The results; 3. Discussion; 4. Conclusion; APPENDIX I. False friends: Words to dictation; APPENDIX II. False friends: Test words; APPENDIX III. False friends: Control Words; APPENDIX IV. The Results; Developmental Orthography; Introduction. | |
| 500 | |a 1. L1-English orthography. | ||
| 520 | |a Philip Luelsdorff's highly original approach to the grammar of orthography is to analyse in detail how German pupils learn about written English. In this collection of essays and experiments we are presented with the rich finds of a decade of programmatic research. The context is set with an exposition of current cognitive models of reading and spelling. Cognitive psychology and psycholinguistics meet in Luelsdorff's concept of linguistic error. This concept forms the basis from which it is possible to derive the grammar that governs our largely unconscious and vast knowledge of written words. | ||
| 588 | 0 | |a Print version record. | |
| 504 | |a Includes bibliographical references (p. [263]-273) and indexes. | ||
| 546 | |a English. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a English language |x Study and teaching |x German speakers. | |
| 650 | 0 | |a Second language acquisition. | |
| 650 | 6 | |a Langue seconde |x Acquisition. | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x General. |2 bisacsh | |
| 650 | 7 | |a English language |x Study and teaching |x German speakers. |2 fast |0 (OCoLC)fst00911715 | |
| 650 | 7 | |a Second language acquisition. |2 fast |0 (OCoLC)fst01110576 | |
| 776 | 0 | 8 | |i Print version: |a Luelsdorff, Philip A. |t Developmental Orthography. |d Amsterdam : John Benjamins Publishing Company, ©1991 |z 9789027220653 |
| 856 | 4 | 0 | |u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=429988 |z Texto completo |
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| 994 | |a 92 |b IZTAP | ||