LEADER 05474nam 2200661 a 450 001 9910457440803321 005 20200520144314.0 010 $a1-283-42398-7 010 $a9786613423986 010 $a90-272-7429-0 035 $a(CKB)2550000000079767 035 $a(EBL)842919 035 $a(OCoLC)773566954 035 $a(SSID)ssj0000589767 035 $a(PQKBManifestationID)11352009 035 $a(PQKBTitleCode)TC0000589767 035 $a(PQKBWorkID)10657372 035 $a(PQKB)10916822 035 $a(MiAaPQ)EBC842919 035 $a(Au-PeEL)EBL842919 035 $a(CaPaEBR)ebr10526930 035 $a(CaONFJC)MIL342398 035 $a(EXLCZ)992550000000079767 100 $a19910130d1991 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDevelopmental orthography$b[electronic resource] /$fby Philip A. Luelsdorff 210 $aAmsterdam $cJohn Benjamins Pub. Co.$d1991 215 $a1 online resource (289 p.) 300 $aDescription based upon print version of record. 311 $a90-272-2065-4 320 $aIncludes bibliographical references (p. [263]-273) and indexes. 327 $aDEVELOPMENTAL ORTHOGRAPHY; Title page; Copyright page; Acknowledgments; Table of contents; Preface; Introduction Uta Frith; English Vowel Spellings; Introduction; 1. The prior framework; 2. A hierarchical framework; 3. Orthographic constituent structure; 4. Conclusion; A Formal Approach to Error Taxonomy; Introduction; 1. Error taxonomy; 2. Structural errors; 3. Rank hierarchy; 4. Final remarks; Processing Strategies in Bilingual Spellers; Introduction; 1. Processing strategies; 1.1 Letter-naming; 1.2 Overgeneralization; 1.3 Transfer; 2. Summary and conclusion; Note 327 $aBilingual Intralinguistic Orthographic InterferenceIntroduction; 1. The group experiment; 2. The error framework; 3. Some conclusions; Note; The Complexity Hypothesis and Graphemic Ambiguity; 1. Introduction; 1.1 Review of the literature; 1.2 Purpose; 2. Consonant doubling in German and English; 2.1 German consonant doubling; 2.2 English consonant doubling; 3. Method; 3.1 Subjects; 3.2 Design; 3.3 Materials; 3.4 Procedure; 4. Results; 4.1 Hypothesis 1; 4.2 Hypothesis 2; 5. Discussion; 5.1 Hypothesis 1; 5.2 Hypothesis 2; 6. Conclusion; APPENDIX I; APPENDIX II 327 $aThe Complexity Hypothesis and Morphemic SpellingIntroduction; 1. Received developmental patterns; 2. Learning morphemic spelling; 3. Hierarchies of accuracy vs. hierarchies of acquisition; 4. Error patterns in morphemic spelling; 5. Summary and prospects; Note; APPENDIX: Instruction on the pronunciation and spelling of the regular past tense; Psycholinguistic determinants of orthography acquisition; Introduction; 1. Method; 2. Purpose; 3. Procedure; 4. Results; 1. Summary of data in terms of sound, grade and school type; 2. Investigation of each hypothesis separately; 3. A general model 327 $a4. Prototypical errors4.1 Hauptschule; 4.2 Realschule; 4.3 Gymnasium; 5. Conclusion; Note; APPENDIX I. Tables; APPENDIX II; Developmental Morphographemics; 0. Introduction; 1. Purpose; 2. The Experiment; 3. Discussion; 3.1 The Familiarity Hypothesis; 3.2 The Part of Speech Hypothesis; 3.3 The Morphology Hypothesis; 3.4 The Morphographemic Rule Hypothesis; 4. Conclusion; APPENDIX I. Phonology-free Morphographemic Alternations; APPENDIX II. Developmental Morphographemics (N = 13); Orthographic Complexity and Orthography Acquisition; Introduction; 1. Orthographic complexity 327 $a2. Orthographic complexity and orthography of inflection3. Acquisition of the orthography of inflection and contraction; 4. Acquisitional stages; 5. Individual variation; 6. Developmental orthography; 7. Conclusion; APPENDIX I: Dictation Exercise; APPENDIX II: Test Words; A Psycholinguistic Model of the Bilingual Speller; Introduction; 1. The experiment; 2. The results; 3. Discussion; 4. Conclusion; APPENDIX I. False friends: Words to dictation; APPENDIX II. False friends: Test words; APPENDIX III. False friends: Control Words; APPENDIX IV. The Results; Developmental Orthography; Introduction 327 $a1. L1-English orthography 330 $aPhilip Luelsdorff's highly original approach to the grammar of orthography is to analyse in detail how German pupils learn about written English. In this collection of essays and experiments we are presented with the rich finds of a decade of programmatic research. The context is set with an exposition of current cognitive models of reading and spelling. Cognitive psychology and psycholinguistics meet in Luelsdorff's concept of linguistic error. This concept forms the basis from which it is possible to derive the grammar that governs our largely unconscious and vast knowledge of written words. 606 $aEnglish language$xStudy and teaching$xGerman speakers 606 $aEnglish language$xOrthography and spelling 606 $aSecond language acquisition 608 $aElectronic books. 615 0$aEnglish language$xStudy and teaching$xGerman speakers. 615 0$aEnglish language$xOrthography and spelling. 615 0$aSecond language acquisition. 676 $a428/.007 700 $aLuelsdorff$b Philip$0155967 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910457440803321 996 $aDevelopmental orthography$92149388 997 $aUNINA