Children's Creative Spelling

Read, Charles

doi:10.4324/9780429488924

Cited by 66 publications

(25 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Avec l'emergent literacy et son intérêt pour le rapport à l'écrit des jeunes enfants naît la notion d' « invented spelling » ou « creative spelling » (Chomsky 1971, Read 1986, en français « orthographes inventées », « écritures inventées » ou encore « orthographes approchées ». 13 Selon Chomsky et Read, les écrits de jeunes enfants ne sont pas aléatoires : ils présentent des liens avec l'oral (pour une synthèse, voir Fijalkow et al 2009).…”

Section: L'emergent Literacy Approche Pluri-et Transdisciplinaireunclassified

Etudier l’émergence de l’écrit chez des enfants sourds signeurs en maternelle : questions et enjeux méthodologiques

Beaujard

García

2020

French Language Studies

View full text Add to dashboard Cite

RESUMENous proposons une réflexion méthodologique sur les choix adéquats dans le cadre d’une étude sur les stratégies d’acquisition du français écrit (L2 pour les sourds) chez quatre enfants sourds profonds de 5 ans, locuteurs L1 de la langue des signes française, notre hypothèse étant que, du fait de leur surdité, ces enfants empruntent des voies différentes de celles des enfants entendants. Nous rendons compte des questionnements méthodologiques posés par l’élaboration des critères d’analyse du corpus d’écrits, questions liées au grand nombre de variables à prendre en compte, aux dimensions à la fois linguistiques, cognitives, sociolinguistiques et didactiques de l’étude et à la nécessité d’adapter le cadre théorique choisi, conçu pour des entendants et impliquant d’autres langues. Nous présentons au final les tout premiers résultats de l’analyse conduite sur des échantillons d’écrits.

show abstract

Section: L'emergent Literacy Approche Pluri-et Transdisciplinaireunclassified

Etudier l’émergence de l’écrit chez des enfants sourds signeurs en maternelle : questions et enjeux méthodologiques

Beaujard

García

2020

French Language Studies

View full text Add to dashboard Cite

show abstract

“…Another strand of thought is invented spelling, initiated by Read (1971). Based on his observations of pre-reading children who began writing, he viewed spelling as a linguistic process in which children attempt to map the sound structure of words.…”

Section: A Developmental Perspective On Writingmentioning

confidence: 99%

The Multifaceted Development of Writing

Tolchinsky¹,

Jisa²

2017

Writing Development in Struggling Learners

View full text Add to dashboard Cite

Becoming literate is part of an individual's linguistic development, and learning to write is an essential component of literacy. Children who have difficulties in acquiring writing are at risk in their linguistic and educational development. In this chapter, we review crucial landmarks in children's acquisition of writing in alphabetic systems, providing a developmental framework within which to characterize writing disabilities/difficulties, which may range from tracing a letter-shape to producing a coherent text. This diversity of areas of ability reflect the multiple meanings of writing, which can refer to the set of graphic signs used to represent an utterance, the method used for producing such signs (mode of production), or the linguistic features that characterize the resulting output. Each of these meanings corresponds to a domain of knowledge that children need to master in order to become competent writers: the forms and function of the signs of writing, the modality of production, and the written products. In the following, we discuss these and our developmental perspective on the evolving knowledge in each of these domains. The Meanings of WritingThe Graphic Signs Expressions such as writing systems illustrate the first sense of what we mean by "writing": symbol systems formed by a finite set of visible and enduring graphic elements that represent an utterance that can be understood without the intervention of the utterer (Daniels & Bright, 1996). Alphabetic, syllabic, or logographic systems are broad categories of writing systems; all represent language in an arbitrary and conventional way (i.e., without an iconic or direct resemblance between the graphic elements and the objects or events they refer to) (Sampson, 1985). Writing systems are realized in language-specific orthographies (e.g., English, French, or Spanish, all use the same set of graphic marks, letters, but obey different rules of pairing letters to sounds for representing utterances). Learners of writing must acquire not only the alphabetic principle-that individual signs represent categories of sound-they must also gain language-specific orthographic knowledge. Liliana Tolchinsky and Harriet Jisa -9789004346369 Downloaded from Brill.com08/05/2020 01:18:54PM via free access 54 tolchinsky and jisaSome languages have a transparent orthographic system (have a regular sound-letter correspondence), while others have a more opaque (less regular) relation between phonemes and graphemes. Languages differ in their transparency/opacity (the way that phonemes and graphemes map to each other). Studies have shown that children learn to read and spell earlier in more transparent orthographies (e.g. The Mode of ProductionExpressions such as say it in writing refer to the biomechanical mode of production (i.e., non-speech, non-signing) used for encoding utterances. Unlike speaking or signing that can only be produced by voice or manual gestures, many different tools can be used for writing: pens, pencils, brushes, keyboards and fingers. All leave visi...

show abstract

“…Researches with dyslexics showed the same characteristics (Liberman, ; Bryant and Bradley, ; Bourassa and Treiman, ) that there was a failure of the potential dyslexic to move into the prephonetic stage. This was more easily observable in their written work (Read, ; Montgomery, ). In addition, once they have begun on the literacy journey, the reading and spelling errors of dyslexics do not differ significantly from those of normal subjects (Montgomery, ; Bourassa and Treiman, ).…”

Section: Introductionmentioning

confidence: 99%

“…The incidence of dyslexia in phonics trained ‘code emphasis’ populations is lower than for ‘meaning emphasis’ ones (Read, ). It is in the ratio of 1 to 1.5% for code and 4 to 10% for meaning emphasis (Chall, ; Clark, ; SED, ; BDA, ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Identifying and remediating dyslexia in the Reception year, a new possibility?

Montgomery¹

2017

Support for Learning

View full text Add to dashboard Cite

Research has shown that dyslexics have an inability to establish soundsymbol correspondence, phonological awareness and alphabetic knowledge by the normal teaching methods used in schools. In new research with Reception year children, ages 4 and 5 years, it was found that 90 per cent on entry to 8 Reception classes had not established sound to symbol correspondence. Five months later, despite the normal daily teaching of reading and writing skills, one third of children had still not 'cracked the alphabetic code'. Reports were sent to the teachers identifying each child's level of skill in handwriting and spelling with suggestions for specific interventions to promote the learning of sounds and their symbols. On entry into Year 2, in a 10 minute writing test, it was found that all the shildren had now developed sound-symbol knowledge. At the end of Key Stage 1 the national SATs results showed that the disadvantaged groups in the project schools had raised their performance by 30 per cent in literacy above previous years and the already high perfoorming group had improved by 10 per cent. One dyslexic was identified in the Year 2 test by a need for word-building teaching.

show abstract

Children's Creative Spelling

Cited by 66 publications

References 0 publications

Etudier l’émergence de l’écrit chez des enfants sourds signeurs en maternelle : questions et enjeux méthodologiques

Etudier l’émergence de l’écrit chez des enfants sourds signeurs en maternelle : questions et enjeux méthodologiques

The Multifaceted Development of Writing

Identifying and remediating dyslexia in the Reception year, a new possibility?

Contact Info

Product

Resources

About