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LINGUIST List 18.2186

Thu Jul 19 2007

Calls: Acquiring Reading in Two Languages/Reading and Writing (Jrnl)

Editor for this issue: Hannah Morales <hannahlinguistlist.org>


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        1.    Elinor Saiegh-Haddad, Reading and Writing


Message 1: Reading and Writing
Date: 19-Jul-2007
From: Elinor Saiegh-Haddad <saieghemail.biu.ac.il>
Subject: Reading and Writing
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Full Title: Reading and Writing


Linguistic Field(s): Cognitive Science; Neurolinguistics; Psycholinguistics

Call Deadline: 01-Feb-2008

Call For Papers
Reading and Writing: An Interdisciplinary Journal

A Special Issue
Acquiring Reading in Two Languages: Linguistic and Orthographic Factors

Guest Editors:

Elinor Saiegh-Haddad
Bar-Ilan University, Israel (saieghemail.biu.ac.il)

Esther Geva
OISE, University of Toronto, Canada (egevaoise.utoronto.ca)

Theme

The special issue is devoted to original research on the acquisition of
reading in two languages simultaneously. It aims to promote a linguistic
perspective on two pivotal questions in reading research. The first
question is whether and why basic reading processes may develop at
different rates and in different routes in different languages. The second
question is whether and why the relevance of cognitive-linguistic processes
to reading may be language-specific.

As languages vary in the structure and the complexity of their phonological
and morphological systems, the availability of various phonological and
morphological units may be different in different languages. Further,
because all writing systems map oral language, all orthographies will
reflect linguistic features of the languages they encode. It follows from
this that reading outcomes and their cognitive and linguistic underpinnings
may be understood in terms of the linguistic structure of the language
encoded, the nature of the orthography that recodes it, and the interface
between the two.

Scope and Topics

As the special issue aims to promote a linguistic perspective on reading
research, papers accepted for publication will have to show that linguistic
principles have been integrated into the design of the study, the
development of the tasks, and the interpretation of the findings.
Researchers will be required to provide relevant comparative linguistic
information about the languages under study. Only papers using experimental
or quasi experimental design will be considered for acceptance. All papers
will be subject to the normal blind review process of the journal.

Topics may include:
1. The effect of the language's phonological system on phonological
awareness.
2. The effect of the language's morphological structure (e.g.,
concatenated vs. non-concatenated) on morphological awareness (inflectional
or derivational).
3. Orthographic depth and the relevance of phonological and morphological
skills to reading (accuracy, fluency, etc.).
4. Shared phonological and morphological processes in bilingual reading.
5. Cross-linguistic differences in the acquisition of foundation literacy
skills.

Authors should follow the guidelines listed in 'Instruction for authors'
for Reading and Writing (http://www.springeronline.com/journal/11145).




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