cover next page > 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. cover next page > < previous page page_ii next page > < previous page page_iii next page > 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 < previous page page_iii next page > < previous page page_iv next page > 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 < previous page page_iv next page > < previous page page_v next page > 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 < previous page page_v next page > < previous page page_vi next page > 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 < previous page page_vi next page > < previous page page_vii next page > 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 < previous page page_vii next page > < previous page page_ii next page > < previous page page_ix next page > 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 < previous page page_ix next page > < previous page page_x next page > 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 < previous page page_x next page >

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

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