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This distinctive cross-linguistic examination of spelling examines
the cognitive processes that underlie spelling and the process of
learning how to spell. The chapters report and summarize recent
research in English, German, Hebrew, and French. Framing the
specific research on spelling are chapters that place spelling in
braod theoretical perspectives provided by cognitive neuroscience,
psycholinguistic, and writing system-linguistic frameworks. Of
special interest is the focus on two major interrelated issues: how
spelling is acquired and the relationship between reading and
spelling. An important dimension of the book is the interweaving of
these basic questions about the nature of spelling with practical
questions about how children learn to spell in classrooms. A
motivating factor in this work was to demonstrate that spelling
research has become a central challenging topic in the study of
cognitive processes, rather than an isolated skill learned in
school. It thus brings together schooling and learning issues with
modern cognitive research in a unique way. testing, children
writing strings of letters as a teacher pronounces words ever so
clearly. In parts of the United States it can also bring an image
of specialized wizardry and school room competition, the "spelling
bee." And for countless adults who confess with self-deprecation to
being "terrible spellers," it is a reminder of a mysterious but
minor affliction that the fates have visited on them. Beneath these
popular images, spelling is a human literacy ability that reflects
language and nonlanguage cognitive processes. This collection of
papers presents a sample of contemporary research across different
languages that addresses this ability. To understand spelling as an
interesting scientific problem, there are several important
perspectives. First, spelling is the use of conventionalized
writing systems that encode languages. A second asks how children
learn to spell. Finally, from a literacy point of view, another
asks the extent to which spelling and reading are related. In
collecting some of the interesting research on spelling, the
editors have adopted each of these perspectives. Many of the papers
themselves reflect more than one perspective, and the reader will
find important observations about orthographies, the relationship
between spelling and reading, and issues of learning and teaching
throughout the collection.
This distinctive cross-linguistic examination of spelling examines
the cognitive processes that underlie spelling and the process of
learning how to spell. The chapters report and summarize recent
research in English, German, Hebrew, and French. Framing the
specific research on spelling are chapters that place spelling in
braod theoretical perspectives provided by cognitive neuroscience,
psycholinguistic, and writing system-linguistic frameworks. Of
special interest is the focus on two major interrelated issues: how
spelling is acquired and the relationship between reading and
spelling. An important dimension of the book is the interweaving of
these basic questions about the nature of spelling with practical
questions about how children learn to spell in classrooms. A
motivating factor in this work was to demonstrate that spelling
research has become a central challenging topic in the study of
cognitive processes, rather than an isolated skill learned in
school. It thus brings together schooling and learning issues with
modern cognitive research in a unique way. testing, children
writing strings of letters as a teacher pronounces words ever so
clearly. In parts of the United States it can also bring an image
of specialized wizardry and school room competition, the "spelling
bee." And for countless adults who confess with self-deprecation to
being "terrible spellers," it is a reminder of a mysterious but
minor affliction that the fates have visited on them. Beneath these
popular images, spelling is a human literacy ability that reflects
language and nonlanguage cognitive processes. This collection of
papers presents a sample of contemporary research across different
languages that addresses this ability. To understand spelling as an
interesting scientific problem, there are several important
perspectives. First, spelling is the use of conventionalized
writing systems that encode languages. A second asks how children
learn to spell. Finally, from a literacy point of view, another
asks the extent to which spelling and reading are related. In
collecting some of the interesting research on spelling, the
editors have adopted each of these perspectives. Many of the papers
themselves reflect more than one perspective, and the reader will
find important observations about orthographies, the relationship
between spelling and reading, and issues of learning and teaching
throughout the collection.
How does a young child begin to make sense out of squiggles on a
page? Is learning to read a process of extending already acquired
language abilities to print? What comprises this extension? How
children learn to read, and especially how children are taught to
read, are problems of sustained scientific interest and enduring
pedagogical controversy. This volume presents conceptual and
theoretical analyses of learning to read, research on the very
beginning processes of learning to read, as well as research on
phonological abilities and on children who have problems learning
to read. In so doing, it reflects the important discovery that
learning to read requires mastering the system by which print
encodes the language. The editors hope that some of the work
offered in this text will influence future research questions and
will make a difference in the way instructional issues are
formulated.
How does a young child begin to make sense out of squiggles on a
page? Is learning to read a process of extending already acquired
language abilities to print? What comprises this extension? How
children learn to read, and especially how children are taught to
read, are problems of sustained scientific interest and enduring
pedagogical controversy. This volume presents conceptual and
theoretical analyses of learning to read, research on the very
beginning processes of learning to read, as well as research on
phonological abilities and on children who have problems learning
to read. In so doing, it reflects the important discovery that
learning to read requires mastering the system by which print
encodes the language. The editors hope that some of the work
offered in this text will influence future research questions and
will make a difference in the way instructional issues are
formulated.
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