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- Volume 13, Issue, 2010
Written Language & Literacy - Volume 13, Issue 1, 2010
Volume 13, Issue 1, 2010
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Preserving Canada’s ‘honour’: Ideology and diachronic change in Canadian spelling variants
Author(s): Kevin Heffernan, Alison J. Borden, Alexandra C. Erath and Julie-Lynn Yangpp.: 1–23 (23)More LessRecent studies of orthographic variation have demonstrated that ideology plays a central role in determining which spelling variants are adopted by a community. This study examines the role of ideology in diachronic changes in spelling variant usage in Canadian English. Previous research has shown that patriotic Canadians are opposed to American spelling variants. We hypothesized that American spelling variant usage decreased during periods in which the United States was viewed negatively in Canada, such as the Vietnam War era. Furthermore, we also hypothesized that trends set during periods of anti-American sentiment have resulted in an overall decrease in American spelling variant usage in Canada over the last century. We gathered over 30,000 tokens of spelling variants spanning a period of approximately 100 years. Our results corroborate the first hypothesis but reject the second hypothesis, leading to a complex view of the role of ideology in diachronic change in Canadian English.
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Emergent literacy in children of immigrants coming from a primarily oral literacy culture
Author(s): Michal Shany, Esther Geva and Liat Melech-Federpp.: 24–60 (37)More LessThis study examined emergent literacy skills of 61 kindergarten children whose families had immigrated to Israel from a primarily oral society (Ethiopia). Three complementary perspectives were examined: developmental patterns, individual differences, and the contribution of parent literacy. The emergent literacy skills of children whose families were from Ethiopia were compared to those of 52 children coming from a primarily literate culture. The groups had acquired less complex Hebrew literacy skills in the same order, including phonological awareness, letter naming and consonant writing. However, the Ethiopian Israeli children were less proficient on various aspects of Hebrew language proficiency, and less familiar with aspects of cultural and environmental literacy. Most were also unable to speak or comprehend Amharic. In both groups, phonological awareness explained individual differences in letter naming, but vocabulary and syntactic knowledge added to the explained variance only in the Ethiopian Israeli group. Letter naming was associated with consonant writing in both groups. Hebrew oral and written language proficiency of Ethiopian Israeli mothers was positively correlated with literacy skills in their children. The results underscore the importance of distinguishing between less complex, modularized, aspects of emergent literacy and more complex literacy skills. Here the cumulative effects of poverty, oral home culture, parental inability to mediate language and literacy, and non-optimal conditions for becoming bilingual place young immigrant children at risk for academic failure early on.
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Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites
Author(s): Noelia P. Garcia, Robert D. Abbott and Virginia W. Berningerpp.: 61–98 (38)More LessSuperior (10 girls, 10 boys), average (10 girls, 10 boys), and poor (10 girls, 10 boys) spelling ability groups were identified in first (age 6) or third (age 8) grade and assessed annually for four years. In separate analyses, a simultaneous set of phonological, orthographic and morphological predictors, a simultaneous set of pseudoword spelling and word-specific orthographic spelling predictors, and a simultaneous set of real-word and pseudoword reading accuracy and rate predictors jointly predicted individuals’ spelling ability group (superior, average, or poor) from first to sixth grade. Results are discussed for significance of results for Triple Word Form Theory (relationships of multiple language skills to spelling development), advantages of multivariate approaches that analyze a set of joint predictors, and importance of designing studies so that findings can be generalized to specific regions of the distribution — upper, middle, and lower — rather than the entire distribution of spellers in an unreferred sample.
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Development of sensitivity to phonological context in learning to spell in English: Evidence from Russian ESL speakers
Author(s): Nadya Dichpp.: 99–117 (19)More LessThe study attempts to investigate factors underlying the development of spellers’ sensitivity to phonological context in English. Native English speakers and Russian speakers of English as a second language (ESL) were tested on their ability to use information about the coda to predict the spelling of vowels in English monosyllabic nonwords. In addition, the study assessed the participants’ spelling proficiency as their ability to correctly spell commonly misspelled words (Russian participants were assessed in both Russian and English). Both native and non-native English speakers were found to rely on the information about the coda when spelling vowels in nonwords. In both native and non-native speakers, context sensitivity was predicted by English word spelling; in Russian ESL speakers this relationship was mediated by English proficiency. L1 spelling proficiency did not facilitate L2 context sensitivity in Russian speakers. The results speak against a common factor underlying different aspects of spelling proficiency in L1 and L2 and in favor of the idea that spelling competence comprises different skills in different languages.
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Consonant deletion, obligatory synharmony, typical suffixing: An explanation of spelling practices in Mayan writing
Author(s): David Mora-Marínpp.: 118–179 (62)More LessThe Pre-Columbian Mayan hieroglyphic script utilized logograms, representing CVC roots or CVCVC stems, and CV syllabograms. Starting with Knorozov’s (1952 etc.) initial breakthroughs in applying a Mayan linguistic model to account for the script’s spelling practices, most scholars have assumed that ‘synharmonic’ spellings of roots or stems, those in which the final consonant is ‘complemented’ by means of a CV syllabogram whose vowel is identical in quality to that of the root (e.g. C1V1C2 — C2(V1)), exhibited a linguistically ‘fictitious’ (or silent) vowel; such synharmonic spellings were commonly assumed to be default. Efforts were then aimed at determining the motivation of spellings in which the final syllabogram is instead ‘disharmonic’ (e.g. C1V1C2 — C2(V2)). Recently, it has been proposed that the vowels of disharmonic spellings were utilized as diacritics applied to the vowels of the preceding syllables in order to convey that such vowels were complex, while maintaining, generally, that synharmonic spellings were default. The present paper offers a thorough review of these proposals and gives arguments against their persuasiveness, abiding instead by four phonological contexts that call for the insertion of fictitious synharmonic vowels, supplemented by morphological conditioning and consonant deletion that account for additional cases of synharmonic spellings, and the vast majority of disharmonic spellings. These principles allow for a major refinement of the definition of ‘conventionalized’ and ‘default’ spellings, a new avenue for determining the nature of ‘pseudologographic’ or ‘morphosyllabic’ signs based on common syllabograms, and a new cognitive framework for addressing the question of the nature of logograms and syllabograms, as well as the origin and development of Mayan spelling practices.
Volumes & issues
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Volume 26 (2023)
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Volume 25 (2022)
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Volume 24 (2021)
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Volume 23 (2020)
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Volume 22 (2019)
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Volume 21 (2018)
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Volume 20 (2017)
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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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