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Literacy Development and Enhancement Across Orthographies and Cultures

  • Book
  • © 2010

Overview

Editors:
  1. Dorit Aram

    1. Constantiner School of Education, Tel Aviv University, Tel Aviv, Israel

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    You can also search for this editor in PubMed   Google Scholar

  2. Ofra Korat

    1. School of Education, Bar-Ilan University, Ramat Gan, Israel

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    You can also search for this editor in PubMed   Google Scholar

  • Presents a comprehensive collection of research on literacy development in both monolinguals and bilinguals
  • Fills a wide gap in the literature of different orthographies
  • Presents cutting edge evidence-based research
  • Covers literacy development across cultures and languages
  • Includes supplementary material: sn.pub/extras

Part of the book series: Literacy Studies (LITS, volume 2)

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-xviii
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  2. Literacy Development

    1. Front Matter

      Pages 1-1
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    2. It’s All in the Name

      • Anna C. Both-de Vries, Adriana G. Bus
      Pages 3-15

    3. Learning About Writing Begins Informally

      • Sarah Robins, Rebecca Treiman
      Pages 17-29

    4. The Role of Letter Name Knowledge in Early Spelling Development: Evidence from Brazilian Portuguese

      • Cláudia Cardoso-Martins, Marcela Fulanete Corrêa
      Pages 31-42

    5. An Eye for Print: Child and Adult Attention to Print During Shared Book Reading

      • Mary Ann Evans, Jean Saint-Aubin
      Pages 43-53

    6. The Role of Hebrew Letter Names in Early Literacy: The Case of Multi-phonemic Acrophonic Names

      • Iris Levin
      Pages 55-81

  3. Promoting Literacy at Home and in School

    1. Front Matter

      Pages 84-84
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    2. The Early Childhood Project: A 5-Year Longitudinal Investigation of Children’s Literacy Development in Sociocultural Context

      • Susan Sonnenschein, Linda Baker, Robert Serpell
      Pages 85-96

    3. Early Literacy at Home: General Environmental Factors and Specific Parent Input

      • Catherine McBride-Chang, Yvonne Y. Y. Chow, Xiuli Tong
      Pages 97-109

    4. Reading Books to Young Children: What It Does and Does Not Do

      • Monique Sénéchal
      Pages 111-122

    5. The Making of Literate Families: Considerations of Context and Misconceptions

      • Linda M. Phillips
      Pages 123-135

    6. Spellings of Words: A Neglected Facilitator of Vocabulary Learning

      • Linnea C. Ehri, Julie Rosenthal
      Pages 137-152

    7. Early Schooling and Growth of Literacy in the Transition to School

      • Frederick J. Morrison, Carol MacDonald Connor, Annemarie Hindman
      Pages 153-164

  4. Bilingualism -- Acquiring a Second Spoken and Written Language

    1. Front Matter

      Pages 166-166
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    2. Role of Orthography in Literacy Acquisition and Literacy Problems Among Monolinguals and Bilinguals

      • R. Malatesha Joshi
      Pages 167-176

    3. Becoming Literate in a Foreign Language

      • Liliana Tolchinsky
      Pages 177-190

    4. Rudiments of Inflectional Morphology Skills in Emergent English–Hebrew Biliterates

      • Esther Geva, Dana Shafman
      Pages 191-204

    5. Early Identification and Intervention to Prevent Reading Difficulties

      • Orly Lipka, Linda S. Siegel
      Pages 205-219

  5. Teaching and Learning

    1. Front Matter

      Pages 222-222
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Keywords

About this book

One key measure of a country’s status in the world is the literacy of its people; at the same time, global migration has led to increased interest in bilingualism and foreign language learning as topics of research. Literacy Development and Enhancement Across Orthographies and Cultures reviews international studies of the role of literacy in child development, particularly how children learn their first written language and acquire a second written and spoken one. Comparisons and contrasts are analyzed across eight countries and 11 languages, including English, Spanish, Mandarin, Hebrew, Dutch, and Catalan.

Using qualitative and quantitative, established and experimental methods, contributors trace toddlers’ development of print awareness, clear up common myths regarding parental involvement and non-involvement in their children’s literacy, and suggest how the spelling of words can aid in the gaining of vocabulary. For added relevance to educators, the book includes chapters on early intervention for reading problems and the impact of pedagogical science on teaching literacy.

Highlights of the coverage:

  • Letter name knowledge in early spelling development

  • Early informal literacy experiences

  • Environmental factors promoting literacy at home

  • Reading books to young children: what it does—and doesn’t do

  • The role of orthography in literacy acquisition among monolingual and bilingual children

  • Gaining literacy in a foreign language

  • Instructional influences on literacy growth

Literacy Development and Enhancement Across Orthographies and Cultures adds significant depth and interest to the knowledge base and should inspire contributions from additional languages and orthographies. It belongs in the libraries ofresearchers and educators involved in cognitive psychology, language education, early childhood education and linguistics.

Editors and Affiliations

  • Constantiner School of Education, Tel Aviv University, Tel Aviv, Israel

    Dorit Aram

  • School of Education, Bar-Ilan University, Ramat Gan, Israel

    Ofra Korat

Bibliographic Information

  • Book Title: Literacy Development and Enhancement Across Orthographies and Cultures

  • Editors: Dorit Aram, Ofra Korat

  • Series Title: Literacy Studies

  • DOI: https://doi.org/10.1007/978-1-4419-0834-6

  • Publisher: Springer New York, NY

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer-Verlag US 2010

  • Hardcover ISBN: 978-1-4419-0833-9Published: 17 December 2009

  • Softcover ISBN: 978-1-4614-2534-2Published: 03 May 2012

  • eBook ISBN: 978-1-4419-0834-6Published: 04 December 2009

  • Series ISSN: 2214-000X

  • Series E-ISSN: 2214-0018

  • Edition Number: 1

  • Number of Pages: XVI, 230

  • Number of Illustrations: 50 b/w illustrations

  • Topics: Literacy, Sociolinguistics

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