How Children Learn to Write Words - Treiman

. .

Résumé :
Writing allows people to convey information to others who are remote in time and space, vastly increasing the range over which people can cooperate and the amount they can learn. Mastering the writing system of one's language is crucial for success in a modern society. This book examines how children learn to write words. It provides a theoretical framework that integrates findings from a wide range of age groups--from children who are producing their first scribbles to experienced spellers who are writing complex words. To set the stage for these discussions, early chapters of the book consider the nature of writing systems and the nature of learning itself. The following chapters review various aspects of orthographic development, including the learning of symbol shapes and punctuation. Each chapter reviews research with learners of a variety of languages and writing systems, revealing underlying similarities. Discussions of how orthography is and should be taught are incorporated into each chapter, making the book of interest to educators as well as to psychologists, cognitive scientists, and linguists. This book is unique in the range of topics and languages that it covers and the degree to which it integrates linguistic insights about the nature of writing systems with discussions of how people learn to use these systems. It is written in a scholarly yet accessible manner, making it suited for a wide audience....

Biographie:

• Contents


• Preface


• Symbols and Abbreviations


• Abbreviations


• General Symbols


• Phonetic Symbols


• 1 Introduction


• 1.1 Writing as a Tool


• 1.2 Orthographic Knowledge as a Part of Writing


• 1.2.1 Cognitive Resources and Technical Tools


• 1.2.2 Social Implications of Nonstandard Spelling


• 1.3 How Can Orthographic Knowledge Be Achieved?


• 1.3.1 Discovery Learning and the Whole-Language Approach


• 1.3.2 Direct Instruction and the Phonics Approach


• 1.4 Spelling and Reading


• 1.5 Orthographic Reform


• 1.6 Past Work on Writing Systems and How They Are Learned


• 1.7 Our Approach


• 2 Writing Systems


• 2.1 Outer Form of Scripts


• 2.2 What Writing Systems Represent


• 2.2.1 Representing Ideas: Semasiography


• 2.2.2 Representing Speech: Glottographic Writing


• 2.2.2.1 Representing Words and Morphemes: Logography


• 2.2.2.2 Representing Syllables: Syllabary


• 2.2.2.3 Representing Phonemes: Alphabetic Writing


• 2.2.2.4 Representing Subphonemic Features: Featural Writing


• 2.2.2.5 Mixed Writing Systems


• 2.3 How Writing Represents Meaning


• 2.3.1 How Semasiographies Represent Meaning


• 2.3.2 How Glottographies Represent Meaning


• 2.4 Composition of Characters


• 2.4.1 Composing Semasiograms


• 2.4.2 Composing Logograms


• 2.4.3 Composing Letters


• 2.5 Underrepresentation


• 2.6 Arranging Multiple Characters


• 2.6.1 Lines and Pages of Text


• 2.6.2 Grouping of Characters


• 2.7 Conservatism in Writing


• 2.8 Sound Change and its Effects on Writing


• 2.8.1 Types of Sound Change


• 2.8.2 Effects of Sound Change on Writing


• 2.9 Which Language Do We Write?


• 2.10 Conclusions


• 3 Learning and Teaching


• 3.1 Statistical Learning


• 3.2 Learning through Language


• 3.3 Implicit and Explicit Knowledge


• 3.4 Learning of Language and Learning About Language


• 3.5 Formal and Informal Teaching


• 3.6 Conclusions


• 4 Theories


• 4.1 Rote Memorization


• 4.2 Dual-Route Theory


• 4.3 Constructivism


• 4.4 Phase Theory


• 4.5 Connectionist Theories


• 4.6 IMP


• 4.7 Methods of Testing the Theories


• 4.8 Conclusions


• 5 Graphic Form


• 5.1 Surface Properties of Writing


• 5.2 Learning About the Surface Properties of Writing


• 5.2.1 Artificiality and Two-Dimensionality


• 5.2.2 Iconicity


• 5.2.3 Sequentiality and Directionality


• 5.2.4 Knowledge About Units


• 5.2.5 Differences Among Types of Writing


• 5.2.6 Differentiating Writing From Pictures and Numbers


• 5.2.7 Summary


• 5.3 Theories


• 5.4 Teaching


• 5.5 Conclusions


• 6 Symbolic Function


• 6.1 Learning That Writing Stands for Something Outside Itself


• 6.2 Learning What Writing Stands For and How


• 6.3 Theories


• 6.4 Conclusions


• 7 The Order of the Alphabet


• 7.1 Principles in Ordering


• 7.1.1 Arbitrary Ordering


• 7.1.2 Principled Ordering


• 7.1.2.1 Deletions


• 7.1.2.2 Insertions


• 7.1.2.3 Reordering


• 7.1.2.4 Other Scripts


• 7.2 When and How Children Learn About Alphabet Order

  Sommaire:
  Rebecca Treiman and Brett Kessler, both at Washington University in St. Louis, are widely known for their research on writing systems and how they are learned and used. They bring a combination of linguistic and psychological expertise to the topic.
  
  ...