Philip 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. It is proper to talk about a grammar for both orthographic and syntactic aspects of language. This is because spelling knowledge is not piecemeal or erratic but bears all the hallmarks of a system. Through second language orthography the author is showing us a new view of this advanced stage of spelling knowledge and its acquisition. This view is exciting because it seems now possible to form very detailed hypotheses as regards first language spelling about the order in which purely orthographic knowledge is developed.
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English Vowel Spellings
A Formal Approach to Error Taxonomy
Processing Strategies in Bilingual Spellers
Bilingual Intralinguistic Orthographic Interference
The Complexity Hypothesis and Graphemic Ambiguity
The Complexity Hypothesis and Morphemic Spelling
Psycholinguistic determinants of orthography acquisition
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acquisitional groups allomorphs alphabetic attempt bilingual speller binary relations cognatization com con consonant doubling consonant singling deletion developmental dictation diphthongs dysgraphic English Letter Naming English orthography error types example false friends familiar words German grade grammar graphemic ambiguity Gymnasium Hauptschule hierarchy inflection and contraction interlinguistic irregular language learned learners of English letter-naming lexical linguistic long vowels Luelsdorff 1986 major correspondence Major Primary pattern Major Secondary pattern markedness Minor morphemic spelling morphographemic morphology norm obstruent order of acquisition orthographic complexity orthographic representations orthography acquisition orthography of inflection parameter past tense performance PGCs phoneme phonological place of articulation plural predicts preterit processing strategies productivity pronunciation psycholinguistic pupils rank Re-irregularization Realschule relations Reregularization rules scale of complexness scale of univocality secondary vowel Sgall short vowels signifié sound spelling errors spelling strategy structure Subset Principle substitution suffix syntagm target tion unfamiliar verb vowel letter vowel spellings