Handbook of Orthography and Literacy

Nonfiction, Reference & Language, Language Arts, Literacy, Education & Teaching, Teaching, Teaching Methods
Cover of the book Handbook of Orthography and Literacy by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781136781346
Publisher: Taylor and Francis Publication: May 13, 2013
Imprint: Routledge Language: English
Author:
ISBN: 9781136781346
Publisher: Taylor and Francis
Publication: May 13, 2013
Imprint: Routledge
Language: English

Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows:

Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili.

Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components.

Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research.

This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows:

Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili.

Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components.

Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research.

This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.

More books from Taylor and Francis

Cover of the book Neuropsychology and the Hispanic Patient by
Cover of the book Understanding Employee Engagement by
Cover of the book Pilots and Management by
Cover of the book The Ascendancy of Europe by
Cover of the book The Palestinian Refugees in Jordan 1948-1957 by
Cover of the book Pharmaceutical Autonomy and Public Health in Latin America by
Cover of the book Helping Students Motivate Themselves by
Cover of the book Preemption, Prevention and Proliferation by
Cover of the book Transportation and Urban Land by
Cover of the book Critical Issues in School-based Mental Health by
Cover of the book The Hagiographies of Anantadas by
Cover of the book Accountable Governance by
Cover of the book Informal Learning in the Workplace by
Cover of the book Chinese Middle Classes by
Cover of the book Jacques Ranciere by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy