Learning to Spell: Research, Theory, and Practice Across Languages

399 Pages·1997·2.02 MB·English

by  Charles A. Perfetti

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title: Learning to Spell : Research, Theory, and Practice Across
Languages
author: Perfetti, Charles A.
publisher: Lawrence Erlbaum Associates, Inc.
isbn10 | asin: 0805821600
print isbn13: 9780805821604
ebook isbn13: 9780585115085
language: English
subject Language and languages--Orthography and spelling--Study and
teaching.
publication date: 1997
lcc: P240.2.L43 1997eb
ddc: 411
subject: Language and languages--Orthography and spelling--Study and
teaching.
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Page iii
Learning to Spell
Research, Theory, and Practice Across Languages
Edited by
Charles A. Perfetti
University of Pittsburgh
Laurence Rieben
University of Geneva
Michel Fayol
University of Bourgogne, Dijon
LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS
1997 Mahwah, New Jersey London

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Page iv
Disclaimer:
This book contains characters with diacritics. When the characters can be represented using the ISO 8859-1 character set
(http://www.w3.org/TR/images/latin1.gif), netLibrary will represent them as they appear in the original text, and most computers
will be able to show the full characters correctly. In order to keep the text searchable and readable on most computers, characters
with diacritics that are not part of the ISO 8859-1 list will be represented without their diacritical marks.
Copyright © 1997 by Lawrence Erlbaum Associates, Inc.
All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other
means, without the prior written permission of the publisher.
Lawrence Erlbaum Associates, Inc., Publishers
10 Industrial Avenue
Mahwah, New Jersey 07430
Library of Congress Cataloging-in-Publication Data
Learning to spell/edited by Charles A. Perfetti, Laurence Rieben,
Michel Fayol.
p. cm.
Includes bibliographical references and index.
ISBN 0-8058-2160-0 (alk. paper). ISBN 0-8058-2161-9 (pbk.:
alk paper).
1. Language and languages Orthography and spelling Study and
teaching. I. Perfetti, Charles A. II. Rieben, Laurence.
III. Fayol, Michel, 1947-
P240.2.L43 1997
411-dc21 96-51911
CIP
Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and
durability.
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1

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Page v
CONTENTS
Contributors ix
Introduction
Perfetti, Rieben, Fayol xi
I
Theoretical Foundations: Writing Systems, Psycholinguistics, and
Neuropsychology 1
1
From Writing to Orthography: The Functions and Limits of the Notion
of System
Jaffré 3
2
The Psycholinguistics of Spelling and Reading
Perfetti 21
3
The Cognitive Neuropsychology of Spelling
Zesiger and de Partz 39
II
The Acquisition of Spelling 59
4
Spelling Acquisition in English
Treiman and Cassar 61

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Page vi
5
How Learning to Spell German Differs From Learning to Spell
English
Wimmer and Landerl 81
6
The Development of the Understanding of Number Morphology in
Written French
Totereau, Thevenin, Fayol 97
7
Lexical Spelling Processes in Reading Disabled French-Speaking
Children
Alegria and Mousty 115
8
Learning to Spell in the Classroom
Allal 129
9
Spelling and Grammar The Necsed Move
Nunes, Bryant, Bindman 151
III
The Relationship Between Spelling and Reading 171
10
Why Spelling Is More Difficult Than Reading
Bosman and Van Orden 173
11
The Inhibition of Polygraphic Consonants in Spelling Hebrew:
Evidence for Recurrent Assembly of Spelling and Phonology in Visual
Word Recognition
Berent and Frost 195
12
Children's Use of Analogy in Learning to Read and to Spell
Gombert, Bryant, Warrick 221
13
Learning to Read and Learning to Spell Are One and the Same,
Almost
Ehri 237
14
Interactions in the Development of Reading and Spelling: Stages,
Strategies, and Exchange of Knowledge
Ellis 271
15
Relations Between Word-Search Strategies and Word-Copying
Strategies in Children Aged 5 to 6 Years Old
Rieben and Saada-Robert 295

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Page vii
16
Foundations of Orthographic Development
Seymour 319
17
Beginning Reading and Spelling Acquisition in French: A
Longitudinal Study
Sprenger-Charolles, Siegel, Béchennec 339
Author Index 361
Subject Index 369

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Page ix
CONTRIBUTORS
Jesus Alegria Free University of Brussels
Linda Allal University of Geneva
Danielle Béchennec National Institute for Pedagogical Research, Paris
Iris Berent Florida Atlantic University
Miriam Bindman University of London
Anna M.T. Bosman University of Nijmegen
Peter Bryant University of Oxford
Marie Cassar Wayne State University
Marie-Pierre de Partz University Hospital of St.-Luc, Brussels
Linnea C. Ehri City University of New York Graduate School
Nick Ellis University of Wales
Michel Fayol University of Bourgogne
Ram Frost Hebrew University
Jean Emile Gombert University of Bourgogne
Jean-Pierre Jaffré CNRS-HESO, Paris
Karin Landerl University of Salzburg

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Page x
Philippe Mousty Free University of Brussels
Terezinha Nunes University of London
Charles A. Perfetti University of Pittsburgh
Laurence Rieben University of Geneva
Madelon Saada-Robert University of Geneva
Philip H.K. Seymour University of Dundee, Scotland
Linda S. Siegel University of British Columbia
Liliane Sprenger-Charolles CNRS & René Descartes University, Paris
Marie-Geneviève Thevenin University of Bourgogne
Corinne Totereau University of Bourgogne
Rebecca Treiman Wayne State University
Guy C. Van Orden Arizona State University
Nicola Warrick University of Oxford
Heinz Wimmer University of Salzburg
Pascal Zesiger University of Geneva

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