Learning to Spell: Research, Theory, and Practice Across Languages [NOOK Book]

Learning to Spell: Research, Theory, and Practice Across Languages

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Product Details

  • ISBN-13: 9781135691332
  • Publisher: Taylor & Francis
  • Publication date: 8/1/1997
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 392
  • File size: 2 MB

Table of Contents

Contributors
Introduction
1 From Writing to Orthography: The Functions and Limits of the Notion of System 3
2 The Psycholinguistics of Spelling and Reading 21
3 The Cognitive Neuropsychology of Spelling 39
4 Spelling Acquisition in English 61
5 How Learning to Spell German Differs From Learning to Spell English 81
6 The Development of the Understanding of Number Morphology in Written French 97
7 Lexical Spelling Processes in Reading Disabled French-Speaking Children 115
8 Learning to Spell in the Classroom 129
9 Spelling and Grammar - The Necsed Move 151
10 Why Spelling Is More Difficult Than Reading 173
11 The Inhibition of Polygraphic Consonants in Spelling Hebrew: Evidence for Recurrent Assembly of Spelling and Phonology in Visual Word Recognition 195
12 Children's Use of Analogy in Learning to Read and to Spell 221
13 Learning to Read and Learning to Spell Are One and the Same, Almost 237
14 Interactions in the Development of Reading and Spelling: Stages, Strategies, and Exchange of Knowledge 271
15 Relations Between Word-Search Strategies and Word-Copying Strategies in Children Aged 5 to 6 Years Old 295
16 Foundations of Orthographic Development 319
17 Beginning Reading and Spelling Acquisition in French: A Longitudinal Study 339
Author Index 361
Subject Index 369
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