Developmental Orthography

ISBN 9789027220653 | EUR 110.00 | USD 165.00
ISBN 9789027274298 | EUR 110.00 | USD 165.00
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. It is proper to talk about a grammar for both orthographic and syntactic aspects of language. This is because spelling knowledge is not piecemeal or erratic but bears all the hallmarks of a system. Through second language orthography the author is showing us a new view of this advanced stage of spelling knowledge and its acquisition. This view is exciting because it seems now possible to form very detailed hypotheses as regards first language spelling about the order in which purely orthographic knowledge is developed.
[Not in series, 51]  1991.  xii, 258 pp.
Publishing status: Available
Table of Contents
Introduction by Uta Frith
1. English vowel spellings
2. A formal approach to error taxonomy
Wojciech Buszkowski and Philip A. Luelsdorff
3. Processing strategies in bilingual spellers
4. Bilingual intralinguistic orthographic interference
5. The complexity hypothesis and graphemic ambiguity
Philip A. Luelsdorff and E. Ann Eyland
6. The complexity hypothesis and morphemic spelling
7. Psycholinguistic determinants of orthography acquisition
Philip A. Luelsdorff and E. Ann Eyland
8. Developmental morphographemics
Philip A. Luelsdorff and E. Ann Eyland
9. Orthographic complexity and orthography acquisition
10. A psycholinguistic model of the bilingual speller
Philip A. Luelsdorff and E. Ann Eyland
11. Developmental orthography
Index of Names
Index of Subjects
Cited by

Cited by 6 other publications

Leong, Che Kan
2009. The Role of Inflectional Morphology in Canadian Children's Word Reading and Spelling. The Elementary School Journal 109:4  pp. 343 ff. Crossref logo
Luelsdorff, Philip A. & Sergej V. Chesnokov
1994.  In Writing Systems and Cognition [Neuropsychology and Cognition, 6],  pp. 183 ff. Crossref logo
Luelsdorff, Philip A. & Sergej V. Chesnokov
1995.  In Developmental and Acquired Dyslexia [Neuropsychology and Cognition, 9],  pp. 263 ff. Crossref logo
Schlagal, Bob
2001. Traditional, developmental, and structured language approaches to spelling: Review and recommendations. Annals of Dyslexia 51:1  pp. 147 ff. Crossref logo
Schlagal, Bob
2002. Classroom spelling instruction: History, research, and practice. Reading Research and Instruction 42:1  pp. 44 ff. Crossref logo
Sturm, Jessica L.
2012. Meaning and orthography in L2 French. Writing Systems Research 4:1  pp. 47 ff. Crossref logo

This list is based on CrossRef data as of 04 june 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.



Writing and literacy
BIC Subject: CF – Linguistics
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  91007333 | Marc record