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In his latest book, Gunther Kress explores how children learn to spell in the context of current concerns about early literacy, examining the effects of technological and cultural changes in society.
Writing allows people to convey information to others who are remote in time and space, vastly increasing the range over which people can cooperate and the amount they can learn. Mastering the writing system of one's language is crucial for success in a modern society. This book examines how children learn to write words. It provides a theoretical framework that integrates findings from a wide range of age groups - from children who are producing their first scribbles to experienced spellers who are writing complex words. To set the stage for these discussions, early chapters of the book consider the nature of writing systems and the nature of learning itself. The following chapters review various aspects of orthographic development, including the learning of symbol shapes and punctuation. Each chapter reviews research with learners of a variety of languages and writing systems, revealing underlying similarities. Discussions of how orthography is and should be taught are incorporated into each chapter, making the book of interest to educators as well as to psychologists, cognitive scientists, and linguists. This book is unique in the range of topics and languages that it covers and the degree to which it integrates linguistic insights about the nature of writing systems with discussions of how people learn to use these systems. It is written in a scholarly yet accessible manner, making it suited for a wide audience.
Anyone writing texts in English is constantly faced with the unavoidable question whether to use open spelling (drinking fountain), hyphenation (far-off) or solid spelling (airport) for individual compounds. While some compounds commonly occur with alternative spellings, others show a very clear bias for one form. This book tests over 60 hypotheses and explores the patterns underlying the spelling of English compounds from a variety of perspectives. Based on a sample of 600 biconstituent compounds with identical spelling in all reference works in which they occur (200 each with open, hyphenated and solid spelling), this empirical study analyses large amounts of data from corpora and dictionaries and concludes that the spelling of English compounds is not chaotic but actually correlates with a large number of statistically significant variables. An easily applicable decision tree is derived from the data and an innovative multi-dimensional prototype model is suggested to account for the results.
Vols. for 1866-70 include Proceedings of the American Normal School Association; 1866-69 include Proceedings of the National Association of School Superintendents; 1870 includes Addresses and journal of proceedings of the Central College Association.