How children learn to write words:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford [u.a.]
Oxford Univ. Press
2014
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVII, 395 S. |
| ISBN: | 9780199907977 |
Internformat
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Datensatz im Suchindex
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| adam_text |
CONTENTS
PREFACE XI
SYMBOLS AND ABBREVIATIONS XIII
ABBREVIATIONS XIII
GENERAL SYMBOLS XIII
PHONETIC SYMBOLS XIII
CHAPTER I INTRODUCTION 1
1.1 WRITING AS A TOOL 2
1.2 ORTHOGRAPHIC KNOWLEDGE AS A PART OF WRITING 6
1.2.1 COGNITIVE RESOURCES AND TECHNICAL TOOLS 7
1.2.2 SOCIAL IMPLICATIONS OF NONSTANDARD SPELLING 9
1.3 HOW CAN ORTHOGRAPHIC KNOWLEDGE BE ACHIEVED? 11
1.3.1 DISCOVERY LEARNING AND THE WHOLE-LANGUAGE
APPROACH 11
1.3.2 DIRECT INSTRUCTION AND THE PHONICS APPROACH 13
1.4 SPELLING AND READING 16
1.5 ORTHOGRAPHIC REFORM 17
1.6 PAST WORK ON WRITING SYSTEMS AND HOW THEY ARE LEARNED 18
1.7 OUR APPROACH 19
CHAPTER 2 WRITING SYSTEMS 23
2.1 OUTER FORM OF SCRIPTS 24
2.2 WHAT WRITING SYSTEMS REPRESENT 25
2.2.1 REPRESENTING IDEAS: SEMASIOGRAPHY 25
2.2.2 REPRESENTING SPEECH: GLOTTOGRAPHIC WRITING 27
2.2.2.1 REPRESENTING WORDS AND
MORPHEMES: LOGOGRAPHY 28
2.2.2.2 REPRESENTING SYLLABLES: SYLLABARY 30
2.2.2.3 REPRESENTING PHONEMES: ALPHABETIC
WRITING 31
2.2.2.4 REPRESENTING SUBPHONEMIC
FEATURES: FEATURAL WRITING 34
2.2.2.5 MIXED WRITING SYSTEMS 35
2.3 HOW WRITING REPRESENTS MEANING 41
2.3.1 HOW SEMASIOGRAPHIES REPRESENT MEANING 41
2.3.2 HOW GLOTTOGRAPHIES REPRESENT MEANING 42
2.4 COMPOSITION OF CHARACTERS 44
2.4.1 COMPOSING SEMASIOGRAMS 44
2.4.2 COMPOSING LOGOGRAMS 45
2.4.3 COMPOSING LETTERS 46
2.5 UNDERREPRESENTARION 47
2.6 ARRANGING MULTIPLE CHARACTERS 51
2.6.1 LINES AND PAGES OF TEXT 51
2.6.2 GROUPING OF CHARACTERS 52
2.7 CONSERVATISM IN WRITING 55
2.8 SOUND CHANGE AND ITS EFFECTS ON WRITING 56
2.8.1 TYPES OF SOUND CHANGE 57
2.8.2 EFFECTS OF SOUND CHANGE ON WRITING 58
2.9 WHICH LANGUAGE DO WE WRITE? 61
2.10 CONCLUSIONS 63
CHAPTER 3 LEARNING AND TEACHING 65
3.1 STATISTICAL LEARNING 66
3.2 LEARNING THROUGH LANGUAGE 68
3.3 IMPLICIT AND EXPLICIT KNOWLEDGE 69
3.4 LEARNING OF LANGUAGE AND LEARNING
ABOUT LANGUAGE 71
3.5 FORMAL AND INFORMAL TEACHING Y6
3.6 CONCLUSIONS 83
CHAPTER 4 THEORIES 84
4.1 ROTE MEMORIZATION 85
4.2 DUAL-ROUTE THEORY 86
4.3 CONSTRUCTIVISM 91
4.4 PHASE THEORY 93
4.5 CONNECTIONIST THEORIES 95
4.6 IMP 97
4.7 METHODS OF TESTING THE THEORIES 101
4.8 CONCLUSIONS 102
VI CONTENTS
CHAPTER 5 GRAPHIC FORM 104
5.1 SURFACE PROPERTIES OF WRITING 104
5.2 LEARNING ABOUT THE SURFACE PROPERTIES OF WRITING 108
5.2.1 ARTIFICIALITY AND TWO-DIMENSIONALITY 108
5.2.2 ICONICITY 108
5.2.3 SEQUENTIALITY AND DIRECTIONALITY 109
5.2.4 KNOWLEDGE ABOUT UNITS 111
5.2.5 DIFFERENCES AMONG TYPES OF WRITING 113
5.2.6 DIFFERENTIATING WRITING FROM PICTURES AND
NUMBERS 114
5.2.7 SUMMARY 117
5.3 THEORIES 117
5.4 TEACHING 120
5.5 CONCLUSIONS 123
CHAPTER 6 SYMBOLIC FUNCTION 124
6.1 LEARNING THAT WRITING STANDS FOR SOMETHING
OUTSIDE ITSELF 124
6.2 LEARNING WHAT WRITING STANDS FOR AND HOW 125
6.3 THEORIES 131
6.4 CONCLUSIONS 132
CHAPTER
7 THE ORDER OF THE ALPHABET 133
7.1 PRINCIPLES IN ORDERING 134
7.1.1 ARBITRARY ORDERING 134
7.1.2 PRINCIPLED ORDERING 136
7.1.2.1 DELETIONS 136
7.1.2.2 INSERTIONS 138
7.1.2.3 REORDERING 139
7.1.2.4 OTHER SCRIPTS 140
7.2 WHEN AND HOW CHILDREN LEARN ABOUT ALPHABET ORDER 143
7.2.1 ORAL METHODS 143
7.2.2 ALPHABET BOOKS 145
7.2.3 LEARNING ABOUT ALPHABET ORDER AT SCHOOL 148
7.3 HOW DOES KNOWLEDGE OF ALPHABET ORDER INFLUENCE
CHILDREN? 148
7.4 CONCLUSIONS 151
CHAPTER 8 SYMBOL SHAPES 152
8.1 PRINCIPLES THAT UNDERLIE SYSTEMS OF SYMBOL SHAPES 153
8.1.1 ECONOMY 153
8.1.2 CONSERVATISM 159
CONTENTS VLL
8.1.3 BEAUTY 159
8.1.4 EXPRESSIVENESS 161
8.1.5 SIMILARITY 162
8.1.6 CONTRAST 165
8.1.7 REDUNDANCY 165
8.1.8 SUMMARY OF THE PRINCIPLES THAT UNDERLIE SYSTEMS OF
SYMBOL SHAPES 166
8.2 LEARNING AND USE OF SHAPES AS GRAPHIC OBJECTS 167
8.2.1 LEARNING ABOUT THE SIMILARITIES AMONG THE SHAPES
OFWRITING 168
8.2.2 LEARNING ABOUT CONTRASTS AMONG THE SHAPES
OFWRITING 170
8.2.3 PRODUCTION 174
8.2.4 LEARNING VARIANT FORMS OF SHAPES 179
8.3 NONARBITRARY LINKS BETWEEN SYMBOL SHAPES AND
FUNCTIONS 182
8.4 FORMAL AND INFORMAL TEACHING 188
8.5 THEORIES 192
8.6 CONCLUSIONS 193
CHAPTER 9 LETTER NAMES 194
9.1 PRINCIPLES THAT UNDERLIE SYSTEMS OF LETTER NAMES 194
9.1.1 PHONETIC ICONICITY 195
9.1.2 LEGALITY 200
9.1.3 SIMILARITY 201
9.1.4 CONTRAST 203
9.1.5 ECONOMY 203
9.1.6 CONSERVATISM 204
9.1.7 OTHER PRINCIPLES 204
9.1.8 SUMMARY OF PRINCIPLES THAT UNDERLIE SYSTEMS OF
LETTER NAMES 205
9.2 LEARNING THE PHONOLOGICAL FORMS OF LETTER NAMES 205
9.3 DO CHILDREN BENEFIT FROM THE PHONETIC ICONICITY OF
LETTER NAMES? 207
9.4 SHOULD CHILDREN LEARN LETTER NAMES? 210
9.5 NAMES OF AUXILIARY MARKS 212
9.6 THEORIES 214
9.7 CONCLUSIONS 215
CHAPTER 10 EARLY SPELLING IN PHONOGRAPHIC WRITING SYSTEMS 216
10.1 DO BEGINNERS SPELL USING ONE SYMBOL FOR EACH SYLLABLE? 217
10.2 LETTER NAMES AND EARLY SPELLING 218
VIII CONTENTS
10.2.1 SPELLINGS WITH WHOLE LETTER NAMES 219
10.2.2 PARTIAL AND INEXACT MATCHES TO LETTER NAMES 225
10.2.3 CONCLUSIONS ABOUT LETTER-NAME SPELLINGS 229
10.3 OTHER LABELS 229
10.4 PHONOLOGICAL ANALYSIS AND CLASSIFICATION 230
10.4.1 CONSONANT CLUSTER ONSETS 231
10.4.2 ONE VERSUS TWO SOUNDS 234
10.4.3 FINAL CONSONANT CLUSTERS 235
10.4.4 OTHER AMBIGUITIES INVOLVING PHONEMES 237
10.4.5 SUPRASEGMENTAL FEATURES 238
10.5 BEYOND PHONOLOGY 239
10.6 TEACHING 243
10.7 CONCLUSIONS 247
CHAPTER 11 COMPLEX SPELLINGS 249
11.1 BEYOND THE DICHOTOMY OF REGULAR VERSUS
EXCEPTION WORDS 250
11.2 CONDITIONING BY NEIGHBORING SEGMENTS 253
11.2.1 CODA-TO-VOWEL CONDITIONING 254
11.2.2 ONSET-TO-VOWEL CONDITIONING 256
11.2.3 VOWEL-TO-ONSET CONDITIONING 257
11.2.4 VOWEL-TO-CODA CONDITIONING 258
11.2.5 DO RIMES HAVE A SPECIAL STATUS? 259
11.2.6 EXTENDED SPELLINGS OF INTERVOCALIC
CONSONANTS 260
11.2.7 SUMMARY OF RESULTS ON CONDITIONING BY
NEIGHBORING SEGMENTS 262
11.3 CONDITIONING BY POSITION 263
11.4 CONDITIONING BY STRESS 265
11.5 CONDITIONING BY MORPHOLOGY 266
11.5.1 INFLUENCES OF MORPHOLOGY ON SPELLING 266
11.5.2 SUMMARY OF RESULTS ON MORPHOLOGICAL
CONDITIONING 271
11.6 OTHER TYPES OF CONDITIONING 272
11.7 UNCONDITIONED INCONSISTENCIES 273
11.8 OTHER COMPLEXITIES 277
11.8.1 HOMOGRAPHS 277
11.8.2 WORDS WITH MORE LETTERS THAN
PHONEMES 278
11.8.3 ADDITIONAL COMPLEXITIES 279
11.9 SUMMARY OF FINDINGS ON LEARNING OF COMPLEX PATTERNS 280
CONTENTS
IX
N.IO TEACHING 281
11.11 CONCLUSIONS 282
CHAPTER 12 PUNCTUATION AND CAPITALIZATION 284
12.1 PUNCTUATION 285
12.1.1 PUNCTUATION MARKS 286
12.1.2 WORD SEPARATION 292
12.2 CAPITALIZATION 294
12.3 TEACHING 296
12.4 CONCLUSIONS 297
CHAPTER 13 CONCLUSIONS AND EXTENSIONS 298
13.1 EVALUATION OF THEORIES OF THE LEARNING OF ORTHOGRAPHY 298
13.2 BROADER INFLUENCES OF KNOWLEDGE ABOUT WRITING 303
13.2.1 INFLUENCES ON READING 303
13.2.2 INFLUENCES ON LANGUAGE 303
13.2.3 INFLUENCES OUTSIDE OF LANGUAGE 307
13.2.4 SUMMARY OF WRITING'S INFLUENCES 309
13.3 INSTRUCTION ABOUT ORTHOGRAPHY 309
13.3.1 TEACH PATTERNS 310
13.3.2 INCLUDE ACTIVITIES THAT FOCUS ATTENTION ON
WRITING ITSELF 311
13.3.3 PROVIDE FEEDBACK AFTER ERRORS 312
13.3.4 DON'T ASSUME TOO MUCH 314
13.3.5 TEACH TEACHERS AS WELL AS CHILDREN 314
13.3.6 IF S JUST ORTHOGRAPHY 315
13.4 ASSESSING CHILDREN'S SPELLING 316
13.5 DIFFERENCES BETWEEN CHILDREN 317
13.6 FINAL WORDS 317
REFERENCES 319
AUTHOR INDEX 363
SUBJECT INDEX 379
CONTENTS |
| any_adam_object | 1 |
| author | Treiman, Rebecca Kessler, Brett 1956- |
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| discipline | Pädagogik Sprachwissenschaft Literaturwissenschaft |
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| indexdate | 2025-01-29T17:04:14Z |
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| isbn | 9780199907977 |
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| spelling | Treiman, Rebecca Verfasser (DE-588)1080055649 aut How children learn to write words Rebecca Treiman and Brett Kessler Oxford [u.a.] Oxford Univ. Press 2014 XVII, 395 S. txt rdacontent n rdamedia nc rdacarrier Kind (DE-588)4030550-8 gnd rswk-swf Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Schreibenlernen (DE-588)4077156-8 gnd rswk-swf Kognitive Psychologie (DE-588)4073586-2 gnd rswk-swf Kind (DE-588)4030550-8 s Schreibenlernen (DE-588)4077156-8 s Pädagogische Psychologie (DE-588)4044321-8 s Kognitive Psychologie (DE-588)4073586-2 s DE-604 Kessler, Brett 1956- Verfasser (DE-588)173530370 aut SWB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027491901&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Treiman, Rebecca Kessler, Brett 1956- How children learn to write words Kind (DE-588)4030550-8 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Schreibenlernen (DE-588)4077156-8 gnd Kognitive Psychologie (DE-588)4073586-2 gnd |
| subject_GND | (DE-588)4030550-8 (DE-588)4044321-8 (DE-588)4077156-8 (DE-588)4073586-2 |
| title | How children learn to write words |
| title_auth | How children learn to write words |
| title_exact_search | How children learn to write words |
| title_full | How children learn to write words Rebecca Treiman and Brett Kessler |
| title_fullStr | How children learn to write words Rebecca Treiman and Brett Kessler |
| title_full_unstemmed | How children learn to write words Rebecca Treiman and Brett Kessler |
| title_short | How children learn to write words |
| title_sort | how children learn to write words |
| topic | Kind (DE-588)4030550-8 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Schreibenlernen (DE-588)4077156-8 gnd Kognitive Psychologie (DE-588)4073586-2 gnd |
| topic_facet | Kind Pädagogische Psychologie Schreibenlernen Kognitive Psychologie |
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