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"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


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Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.


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Title: Language Development and Learning to Read
Subtitle: The Scientific Study of How Language Development Affects Reading Skill
Written By: Diane McGuinness
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
Issue: All announcements sent out by The LINGUIST List are emailed to our subscribers and archived with the Library of Congress.
Click here to see the original emailed issue.

Versions:
Format: Hardback
ISBN: 0262134527
ISBN-13: N/A
Pages: 480
Prices: U.S. $ 45