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Handbook of Orthography and Literacy

ISBN13:

9780415648288

by
ISBN10:
0415648289
Edition:
1st
Format:
Nonspecific Binding
Pub. Date:
1/16/2014
Publisher(s):
Routledge
List Price: $51.95

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Questions About This Book?

What version or edition is this?

This is the 1st edition with a publication date of 1/16/2014.

What is included with this book?

  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.

Summary

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 Handbookis 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.


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