LEADER 05407nam 2200625 a 450 001 9910778814303321 005 20230620172540.0 010 $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$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDevelopmental orthography /$fPhilip A. Luelsdorff 210 1$aAmsterdam :$cJohn Benjamins Pub. Co.,$d1991. 215 $a1 online resource (289 pages) $cillustrations, charts 311 0 $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 Interference; Introduction; 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 Spelling; Introduction; 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 errors; 4.1 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 inflection; 3. 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; 1. 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 $aSecond language acquisition 615 0$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 $a9910778814303321 996 $aDevelopmental orthography$93822568 997 $aUNINA LEADER 01151nam0 22002771i 450 001 UON00398350 005 20231205104645.302 100 $a20111012d1970 |0itac50 ba 101 $aeng 102 $aUS 105 $a|||| 1|||| 200 1 $aBaltic literature$eA survey of Finnish, Estonian, Latvian and Lithuanian literatures$fAleksis Rubulis 210 $aNotre Dame$aLondon$cThe University Of Notre Dame Press$d[©1970] 215 $aXV, 215 p.$d23 cm. 606 $aLETTERATURE BALTICHE$xSTORIA$3UONC079321$2FI 620 $aFR$dNotre Dame$3UONL002804 620 $aGB$dLondon$3UONL003044 676 $a891.9$cLetterature baltiche e altre letterature indoeuropee$v21 700 1$aRUBULIS$bAleksis$3UONV204613$0706487 712 $aUniversity of Notre Dame Press$3UONV266230$4650 801 $aIT$bSOL$c20240220$gRICA 899 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$2UONSI 912 $aUON00398350 950 $aSIBA - SISTEMA BIBLIOTECARIO DI ATENEO$dSI SL FL 10 0020 $eSI FU 706 5 0020 $sBuono 996 $aBaltic literature$91348092 997 $aUNIOR