[xmca] Fwd: Special issue of L1 on invented spelling

From: David Preiss <davidpreiss who-is-at uc.cl>
Date: Thu Oct 18 2007 - 09:39:27 PDT

Begin forwarded message:

> From: GALBRAITH David <D.Galbraith@staffs.ac.uk>
> Date: October 18, 2007 1:28:40 PM GMT-03:00
> Subject: Special issue of L1 on invented spelling
> Reply-To: GALBRAITH David <D.Galbraith@staffs.ac.uk>
> New issue in L1-Educational Studies in Language and Literature
> With abstracts in Chinese, Dutch, English, French, German, Greek,
> Portuguese, and Polish
> Invented Spelling in Varied Contexts
> A special issue guest edited
> by Jacques Fijalkow (France)
> Click for whole issue:
> vol 7, issue 3,
> L1-Educational Studies in Language and Literature
> Contents
> links to articles
> Fijalkow, J. (2007). Invented spelling in various contexts:
> Introduction.
> L1 – Educational Studies in Language and Literature, 7(3), p. 1-4
> Researchers working on acquisition of written language by children
> are traditionally more interested in reading than in writing even
> if, today, spelling and writing have become common subjects of
> research and the themes of academic conferences. A country as large
> as Japan, as Tsukada says (in this issue), is just beginning to
> consider writing as an object of investigation, even though reading
> is a classic concern in his country. One of the most heuristic
> research methodologies in spelling is “invented spelling”. It is
> a very simple situation in which a child – most often 4 or 5 years
> old – is asked to spell words or sentences that s/he has never
> been taught. These written productions are very meaningful in the
> eyes of a researcher.
> Tsukada,Y. (2007). A study of invented spelling and developing
> orthographic concepts in Japanese. L1 – Educational Studies in
> Language and Literature, 7(3), p. 5-29
> This study examines the developmental stages of spelling ability
> focusing on the learning process of the Japanese orthographic
> system for native speakers of Japanese. After first providing a
> basic explanation of the Japanese orthographic system, issues
> regarding the acquisition of Japanese spelling are discussed. Next,
> in order to clarify the acquisition of writing skills in the
> introductory stage of Japanese spelling, data from prior case
> studies and this investigation are examined. From these results, a
> new proposal for developmental stages of orthographic concepts is
> suggested. This study also examines strategies of invented spelling
> and the relationship between developmental stages and learning
> ages. Children had learned a considerable amount of hiragana
> spelling before entering first grade, and by the end of first grade
> (late March) had reached the point where they were mostly able to
> write phrases in both hiragana and katakana.
> The developmental stages were as follows:
> Stage1: Hiragana spelling not yet acquired
> Stage2: Hiragana spelling acquisition (unvoiced, voiced, semi-voiced)
> Stage3: Hiragana spelling acquisition (special syllable markers)
> Stage4: Katakana spelling acquisition (unvoiced, voiced, semi-voiced)
> Stage5: Katakana spelling acquisition (special syllable markers)
> Stage6: Combined usage of hiragana and katakana acquisition
> Stage7: Kanji spelling not yet acquired(includes kanji learning
> stages).
> Tantaros, S. (2007). Invented spelling in the Greek context. L1 –
> Educational Studies in Language and Literature, 7(3), p. 31-62.
> This paper attempts to present an overview of studies that have
> been conducted in Greece during recent years on the subject of
> emergent literacy and, more precisely, on preschoolers’
> acquisition of writing. Its aim is to present the studies focusing
> on the subject from an “invented spelling” perspective and to
> discuss the results obtained. Results seem to be in accordance with
> the results obtained by similar studies in other countries and in
> different languages, thus supporting the idea of the existence of a
> universal character to the ways preschool children conceptualise
> writing.
> Vieira de Figueiredo, R. (2007). Interpreting writing of children
> with intellectual disabilities: A comparative study. L1 –
> Educational Studies in Language and Literature, 7(3), p. 63-79.
> This article reports the results of developmental test analyses on
> literacy conducted with children with intellectual disabilities in
> Quebec and Brazil. Grounded on studies carried out in Argentina by
> Ferreiro and Teberosky (1986), with children without intellectual
> disabilities, we deal, comparatively, with three aspects in the
> development of literacy in children with intellectual disabilities:
> their interpretation of fragments of writing, the connection they
> establish between letters and numbers, and their knowledge of
> letters. The level of intellectual disability just as the
> stimulation to reading are taken into account in the analysis of
> data related to the three aspects previously mentioned. Children
> with intellectual disabilities develop, in many aspects, similarly
> to the children without intellectual disabilities during emergent
> literacy. Nevertheless, they are less consistent in the use of
> writing classifying criteria, as well as in their discriminating
> letters from numbers. Although, the level of intellectual
> disability influenced the children’s progress greatly, the
> acquisition of the knowledge of letters differed mostly in
> accordance to the level of stimulation to reading.
> Pelletier,J., & Lasenby, J. (2007). Early writing development in L1
> English speaking children. L1 – Educational Studies in Language
> and Literature, 7(3), p. 81-107.
> This paper reports on the developmental and psychometric properties
> of an early writing task. The study was carried out over four years
> in Toronto, Canada with L1 English-speaking children. Two cohorts
> of children who began in Nursery School were followed to the end of
> their Grade 1 year. Children were administered the same writing
> task at four time points along with standardized measures of early
> reading. The early writing task required children to write words
> and number and word combinations; we examined how children move
> from understanding print as “objects” to understanding print as
> representation of sounds. We also examined how writing in Nursery
> School and Kindergarten related to later literacy skills. The
> methodology allowed us to examine the extent to which early writing
> in Nursery School (3 years old) and Junior Kindergarten (4 years
> old) predicted later literacy skills when children were in Grade 1
> (6 years old) and were receiving formal reading instruction.
> Results show characteristic features of children’s early writing
> of number and word combinations at each of the four grade levels
> and show that performance on the writing task in Kindergarten
> predicted reading skills at the end of Grade 1.
> Vaca Uribe, J. (2007). Invented Spanish spelling: Stress and
> intonation. L1 – Educational Studies in Language and Literature, 7
> (3), p. 109-123
> When children learn to write, they must ask themselves two basic
> questions: what part of the language is represented and how is it
> represented. Their answers are the source of their invented
> writings. This article reports data from interviews of Mexican
> Spanish-speaking children between the ages of 5 and 12 and analyses
> the child’s point of view about the necessity or the possibility
> of representing stress and someintonational oppositions. Both
> processes present undifferentiated writings which reveal that for
> children, at a given evolutionary stage, contrasts in stress and
> intonation are not retained in writing (which can be considered as
> an invented “non-writing”). Likewise, there are invented
> writings that show original ideas about what and how to represent
> in writing the linguistic contrasts proposed for their reflection;
> finally, quasi-conventional or conventional writings appear.
> Reflections on the universality of learning, problems with
> comparing graphic systems and their respective acquisition
> processes are also discussed, as serious consideration should be
> given to the concept that written languages are mixed and linked
> systems and not monolithic systems.
> Pellicer, A. (2007). Invented orthography. The role of Maya
> speaking children in bilingual elementary education. L1 –
> Educational Studies in Language and Literature , 7(3), p.125-145.
> This article addresses the conceptualizations of written language
> held by Mayan children who attend bilingual elementary school. The
> article’s attempt to show the results of psycholinguistic research
> carried out with Mayan children follows the conviction that school-
> age Maya speakers play an important role in generating knowledge of
> literacy proposals in the context of bilingual education. By being
> in contact with two languages (the native language and Spanish),
> the Mayan children make precise linguistic reflections on Spanish
> that allow them to infer principles of the graphic and orthographic
> system of their own language. This article explains those reflections.
> Martins Alves, M. (2007). Literacy practises in kindergartens and
> conceptualisations about written language among Portuguese
> preschool children. L1 – Educational Studies in Language and
> Literature , 7(3), p. 147-171.
> Our aim was to characterise the relationships between literacy
> practises developed in Portuguese kindergartens and children’s
> conceptualisations about the functions and nature of written language.
> The participants were 16 kindergarten teachers and 160 five-year-
> old children – i.e. a 1:10 teacher/child ratio. We developed an
> observation grid to characterise their literacy practises. It
> covers two main aspects of the teachers’ work: reading, writing
> and metalinguistic practises (14 items) and ways of supporting
> children’s attempts to read and write (16 items). It was used by
> two observers who spent two weeks in the kindergartens. The
> kindergarten teachers were divided into three groups depending on
> their literacy practises. In order to characterise the children’s
> conceptualisations about written language, in October and May we
> assessed both their perceptions of the objectives and functions of
> written language and their invented spelling. The results show that
> there are close relationships between literacy practises pursued by
> the three groups of kindergarten teachers and the children’s
> conceptualisations about written language.
> Morin, M.F-. (2007). Linguistic factors and invented spelling in
> children: The case of French beginners in children. L1 –
> Educational Studies in Language and Literature , 7(3), p. 173-189.
> Most studies in the field of first writing experiences in
> kindergarten have focused on the behaviour of young English-
> language writers (Treiman & Bourassa, 2000). By considering
> increasingly acknowledged linguistic factors in spelling
> development (Seymour, Aro & Erskine, 2003), the present study seeks
> to contribute to existing studies of young French-language children
> in Europe by examining the case of young French-Canadian writers
> (North America). Drawing on 202 kindergarten children, this study
> seeks to provide a better understanding of the impact of linguistic
> characteristics on the production of graphemes in an invented
> spelling task involving the writing of six words. Firstly, it
> analyzes the “word” effect on the participants’ capacity to
> produce the appropriate graphemes to represent the phonological
> information of words (exhaustiveness of the graphemes). Secondly,
> there is an analysis of unconventional graphemes in order to
> identify the causes of the deviation from the expected norm.
> Generally speaking, the findings support the relevance of taking
> into account the particularities of written French in the spelling
> development of young French-language children as well as the
> constructivist view that deviations from the norm are often
> indicative of difficulties arising from the nature of the writing
> system to be learned.
> Pasa, L., & Morin, M.-F. (2007). Beginning spelling and literacy
> approaches: A comparative study between French and Québécois first-
> grade classes. L1 – Educational Studies in Language and
> Literature , 7(3), p. 191-209.
> Many studies note the difficulties experienced by young children in
> learning deep writing systems (such as English and French) compared
> to those for which the link between the spoken and the written is
> shallower (e.g., Spanish and Italian). A large percentage of these
> studies are focused on English. As such, more research needs to be
> conducted with other first languages such as French. The present
> exploratory study seeks to understand the effects of these kinds of
> linguistic variable, along with the impact (which has received
> little attention) of instructional factors, on the competencies of
> first-grade, French-language writers. Two kinds of instructional
> context are examined (integrated approach vs code-oriented
> approach) in two countries (France and Quebec, Canada). The main
> findings for invented spelling situations within an integrated-
> approach framework reveal that French and Quebec pupils construct a
> more complete view of the writing system. This construction
> includes both units involving the transcription of phonemes by
> phonograms and units involving the treatment of inaudible,
> semiographic information by morphograms.
> Mother Education in specific Regions
> Pamfil, A. The paradigms of Romanian language and literature
> curricula in the second half of the 19th century and the 20th
> century. L1 – Educational Studies in Language and Literature, 7
> (3), p. 211-221.
> This article is the synthesis of research focused on the history of
> the Romanian mother tongue language and literature curricula of the
> second half of the 19th century and the 20th century[1]. The
> curricula I analyzed comprise a history with complex syncopated
> rhythms, periods of re-constitution and re-crystallization
> alternating with periods of deconstruction and repression. The
> changes of rhythm are the result of the dialogue between the
> institutional policies of the Ministry of Education and the
> language, literature and education sciences. This dialogue was a
> positive and constructive one in the periods of socio-cultural and
> economic evolution of the country and absent or extremely tense
> during the communist period. The article presents a history of the
> curricular projects for the study of the Romanian mother tongue
> language and literature[2] by middle and secondary school pupils[3]
> [1] The research, financed by the National Council for Scientific
> Research, was conducted between 2002-2004. It is the first
> systematic study of this field in Romania and appeared as a book –
> Pamfil A., Tămăian I., 2005, The Study of the Romanian Language
> and Literature; Didactic Paradigms (Studiul limbii şi literaturii
> române; paradigme didactice), Casa Cărţii de Ştiinţă, Cluj-
> Napoca.
> [2] The Romanian mother-tongue language and literature curricula
> refer to reading, grammar, oral and written communication in the
> syllabi for middle school and language and literature in the ones
> for the secondary school.
> [3] The ages of middle school pupils are between 11 - 14/15 and
> the ages of secondary school pupils are 14/15 - 18/19.
> Gert Rijlaarsdam
> Graduate School of Teaching and Learning (GSTL), University of
> Amsterdam
> Spinozastraat 55, 1018 HJ Amsterdam, The Netherlands.
> T + 31 20 5251288
> F + 31 20 5251290
> E G.C.W.Rijlaarsdam@uva.nl
> W Company www.ilo.uva.nl
> W Personal www.ilo.uva.nl/projecten/Gert
> W Interntational Association for the Improvement of Mother Tongue
> Education IAIMTE
> W Research group Language & Literature Education Research
> W International Journal L1-Educational Studies in Language and
> Literature
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David Preiss, Ph.D.
Subdirector de Extensión y Comunicaciones
Escuela de Psicología
Pontificia Universidad Catolica de Chile
Av Vicuña Mackenna 4860
Macul, Santiago

Fono: 3544605
Fax: 3544844
e-mail: davidpreiss@uc.cl
web personal: http://web.mac.com/ddpreiss/
web institucional: http://www.epuc.cl/profesores/dpreiss

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