Written Language & Literacy
Volume 9, Issue 2, 2006
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Volume 19 (2016)
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Volume 18 (2015)
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Volume 17 (2014)
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Volume 16 (2013)
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Volume 15 (2012)
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Volume 14 (2011)
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Volume 13 (2010)
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Volume 12 (2009)
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Volume 11 (2008)
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Volume 10 (2007)
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Volume 9 (2006)
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Volume 8 (2005)
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Volume 7 (2004)
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Volume 6 (2003)
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Volume 5 (2002)
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Volume 4 (2001)
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Volume 3 (2000)
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Volume 2 (1999)
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Volume 1 (1998)
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Interactive reading: A context for expanding the expression of causal relations in preschoolers
- Authors: Hélène Makdissi, and Andrée Boisclair
- pp.: 177–211 (35)
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- This qualitative and descriptive study partly explores a crucial aspect of child development, that is, story comprehension seen from the perspective of children’s elaboration of causal relations among story elements. The researcher met with 12 francophone preschool-aged girls (3;6 to 6;0 years old) from Québec City. At key points in the causal chain of story events, the researcher stopped reading to listen to what the children had to say about the construction of the relations they had elaborated until then. After reading, the same children answered four inference questions. Based on analyses which showed that children make causal relations more explicit during reading rather than after reading, it is reasonable to believe that dialogue during reading fosters the complexification of the expression of causal relations by preschoolers.
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Sociocultural factors in children’s written narrative production
- Authors: Rachel Schiff, and Ofra Korat
- pp.: 213–246 (34)
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- Narrative themes, such as search and discovery, are universal and transcend the modularity of language, culture, time, and physical setting. Narratives share a cohesive organizational structure. This study, by assessing children’s written versions, examines their understanding and integration of the story structure of a series of simple black and white line drawings. The study was conducted with students from the second, fourth, and sixth grades in low and high SES schools. Our results showed that the written narratives of the low SES groups, across the grade levels, had fewer narrative structure elements (overall, inter, and intra episode relationships) than those of their high SES counterparts. Although the results for the high SES groups show a relationship between the narrative structure elements and text length, this relationship is not evident in the low SES results. These results may have implications for future investigation and possible application in educational policy, especially for low SES populations.
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Formal and semantic constraints on the interpretation of the suffix ‑s in reading Dutch nominal compounds
- Authors: Anneke Neijt, R. H. Baayen, and Robert Schreuder
- pp.: 247–264 (18)
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- This study addresses the interpretation of a Dutch homonymic suffix, s, as it appears in Dutch compounds. In a series of reading experiments we manipulated the presence versus absence of this suffix in existing compounds as well as in compounds with a pseudoword as left constituent. We observed an asymmetry in the effects of addition and deletion, with deletion not affecting response latencies, and addition leading to increased identification latencies and, conditional on the phonological structure of the left constituent, to a plural interpretation of the left constituent. Our results illustrate how phonological and semantic constraints conspire to induce a plural interpretation of this homonymic suffix.
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Orthographic innovations and variations in contemporary Ukrainian
- Author: Alla Nedashkivska
- pp.: 265–281 (17)
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- This article discusses certain orthographic issues facing contemporary Ukrainian. Innovations and variations found in electronic media texts are analyzed. The media, which validates orthographic innovations and variations, is viewed as the principal language planner of Ukrainian, one that promotes a new orientation for society and a new cultural identity of its members. Orthography is discussed as a social practice that is embedded in the cultural beliefs and transformations of the writers and speakers of the language. The study shows that innovations in the language are signs of modernization and of changing identities of the linguistic community.
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