Developmental Aspects in Learning to Write
Springer Science & Business Media, Jul 31, 2001 - Psychology - 201 pages
Developmental Perspectives on Writing LILIANA TOLCHINSKY University of Barcelona, Spain The advent of the sixties is considered a crucial moment for the discovery of writing as an object worthy of intellectual inquiry (Havelock, 1986). A number of books, which came out in that decade, set the stage for this turn-to-writing. One of them was the Preface to Plato by Eric Havelock. This book, published in 1963, was to become a milestone in the discovery of literacy as a field of research (Bockheimer, 1998). Havelock (1986) referred to three more works that came out at the same time, and Bockheimer suggested adding other publications; for example La pensee sau vage by Levi Strauss (1962); The consequences of literacy by Jack Goody and Ian Watt (1963) and La geste et la parole by Laroi -Gourham (1964/65). The authors of these books were anthropologists, philosophers and sociologists who coincided in highlighting the significance of writing for human development and, more specifically, for language development. They maintained that many insti tutions, ideas, beliefs, opinions and convictions of the Western world were a by product of an 'alphabetized mind'. Writing was for them one of the pillars of subjec tivity, responsible for the rise of consciousness, for our conception of words and for our notion of true and false. Amazingly linguists, psycho linguists, psychologists and educators did not participate in the turn-to-writing. The firstl, did not give any atten- 1 There were some exceptions to this generalization.
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academic adults alphabetic Ammy and Tammy asked to write aspects audible blank spaces chapter characters chil child classroom clitic context conventional developmental discourse Dort-Slijper Dutch effect errors example explore Fayol Ferreiro function genres grade graphemes graphic units graphic words grapho-phonemic correspondences Hebrew homophone hyposegmentation implicit learning interaction Katerini knowledge learners learning to write levels of writing linguistic literacy markers material adjectives meaning narratives negation noun phrases outline peers perspective phonemes phonological plural morpheme plural noun Pontecorvo power of plural present Presyllabic pronounced question reflexive pronouns refused to write regular adjectives Rijlaarsdam role script scriptio continua semantic semiotic sentences singular specific spelling strings of letters stroke-patterns strokes syllabic syntactic syntactic categories task teacher tion Tolchinsky Totereau verbal adjectives verbs word-processor writing development writing system written Chinese written English written language written morphology written product written text wrote
Page ii - Series Editor: Gert Rijlaarsdam, University of Amsterdam, The Netherlands Editorial Board: Linda Allal, University of Geneva, Switzerland Eric Espe"ret, University of Poitiers, France David Galbraith, Staffordshire University, UK Joachim Grabowski, University of Heidelberg, Germany...
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