Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-24T02:34:36.988Z Has data issue: false hasContentIssue false
  • English
  • Français

Phono-morpho-orthographic construal: The view from spelling

Published online by Cambridge University Press:  29 August 2012

Dorit Ravid
Dorit Ravid*
Affiliation:
School of Education, Tel Aviv University, Tel Aviv 69978, Israel. [email protected]://www.doritravid.name/index.php?option=com_frontpage&Itemid=63&lang=english
Get access Rights & Permissions [Opens in a new window]

Abstract

A spelling model which has evolved in the parallel universe of spelling research resonates with Frost's reading model. Like reading, spelling cannot be based solely on phonology or orthography, but should accommodate all linguistic facets. The cognitive domain of spelling does not take place at the level of single grapheme or phoneme or syllable, but rather, at the lexical level.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 35 , Issue 5 , October 2012 , pp. 304
Copyright
Copyright © Cambridge University Press 2012 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Beckman, M. E. & Edwards, J. (2000) The ontogeny of phonological categories and the primacy of lexical learning in linguistic development. Child Development 71:240–49.Google Scholar
Berman, R. (1986) The acquisition of morphology/syntax: A crosslinguistic perspective. In: Language acquisition, 2nd edition, ed. Fletcher, P. & Garman, M., pp. 429–77. Cambridge University Press.CrossRefGoogle Scholar
Bolozky, S. (1997) Israeli Hebrew phonology. In: Phonologies of Asia and Africa, ed. Kaye, A. S. & Daniels, P. T., pp. 287–311. Eisenbrauns.Google Scholar
Croft, W. & Cruse, D. A. (2004) Cognitive linguistics. Cambridge University Press.Google Scholar
Elman, J. L. (2003) Development: It's about time. Developmental Science 6:430–33.CrossRefGoogle Scholar
Gillis, S. & Ravid, D. (2006) Typological effects on spelling development: A crosslinguistic study of Hebrew and Dutch. Journal of Child Language 33:621–59.Google Scholar
Goldberg, A. E. (2003) Constructions: A new theoretical approach to language. Trends in Cognitive Sciences 7:219–24.CrossRefGoogle ScholarPubMed
Langacker, R. W. (1987) Foundations of cognitive grammar: Theoretical prerequisites. Stanford University Press.Google Scholar
Oller, D. K. (2000) The emergence of the speech capacity. Erlbaum.Google Scholar
Olson, D. R. (1994) The world on paper. Cambridge University Press.Google Scholar
Ravid, D. (1995) Language change in child and adult Hebrew. Oxford University Press.CrossRefGoogle Scholar
Ravid, D. (2001) Learning to spell in Hebrew: Phonological and morphological factors. Reading and Writing 14:459–85.Google Scholar
Ravid, D. (2005) Hebrew orthography and literacy. In: Handbook of orthography and literacy, ed. Joshi, R. M. & Aaron, P. G., pp. 339–63. Erlbaum.Google Scholar
Ravid, D. (2012) Spelling morphology: The psycholinguistics of Hebrew spelling. Springer.Google Scholar
Sandra, D. (2007) Skills and representations in learning to spell and in experienced spellers. In: The mental lexicon: Core perspectives, ed. Jarema, G., pp. 207–27. Elsevier.Google Scholar
Schwarzwald, O. R. (2001) Modern Hebrew. Languages of the World: Materials, vol. 127. Lincom Europa.Google Scholar
Slobin, D. I. (1996) From “thought and language” to “thinking for speaking.” In: Rethinking linguistic relativity, ed. Gumperz, J. J. & Levinson, S. C., pp. 97–114. Cambridge University Press.Google Scholar