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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

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The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Book Information

   
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Title: Language Development and Learning to Read
Subtitle: The Scientific Study of How Language Development Affects Reading Skill
URL: http://mitpress.mit.edu/promotions/books/SP20050262134527
Series Title: Bradford Books
Description:

Research on reading has tried, and failed, to account for wide disparities
in reading skill even among children taught by the same method. Why do some
children learn to read easily and quickly while others, in the same
classroom and taught by the same teacher, don't learn to read at all? In
Language Development and Learning to Read, Diane McGuinness examines
scientific research that might explain these disparities. She focuses on
reading predictors, analyzing the effect individual differences in specific
perceptual, linguistic, and cognitive skills may have on a child's ability
to read. Because of the serious methodological problems she finds in the
existing research on reading, many of the studies McGuinness cites come
from other fields--developmental psychology, psycholingusitics, and the
speech and hearing sciences--and provide a new perspective on which
language functions matter most for reading and academic success.

McGuinness first examines the phonological development theory--the theory
that phonological awareness follows a developmental path from words to
syllables to phonemes--which has dominated reading research for thirty
years, and finds that research evidence from other disciplines does not
support the theory. McGuinness then looks at longitudinal studies on the
development of general language function, and finds a "tantalizing
connection" between core language functions and reading success. Finally,
she analyzes mainstream reading research that links reading ability to
specific language skills and the often flawed methodology used in these
studies. McGuinness's analysis shows the urgent need for a shift in our
thinking about how to achieve reading success.

Diane McGuinness is a reading consultant and Emeritus Professor of
Psychology at the University of South Florida. She is the author of Why Our
Children Can't Read and What We Can Do about It, Early Reading Instruction
(MIT Press, 2004), and other books on reading and learning.

Publication Year: 2005
Publisher: MIT Press
Review: Not available for review. If you would like to review a book on The LINGUIST List, please login to view the AFR list.
BibTex: View BibTex record
Linguistic Field(s): Applied Linguistics
Phonology
Psycholinguistics
Language Acquisition
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Versions:
Format: Hardback
ISBN: 0262134527
ISBN-13: N/A
Pages: 480
Prices: U.S.$ 45