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INTRODUCTION |
v–viii |
I. Linguistic theories of graphemics and orthography |
Catach, Nina |
The grapheme: its position and its degree of autonomy with respect to the system of the language |
1–10 |
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Zur Bestimmung und Differenzierung der Prinzipien der Orthographie
On the definition and differentiation of the principles of orthography |
11–24 |
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Descriptively and explanatorily adequate models of orthography |
25–42 |
|
The graphic elements of German written language |
43–79 |
Kohrt, Manfred |
The term ‘grapheme’ in the history and theory of linguistics |
80–96 |
Piirainen, Ilpo Tapani |
Die Autonomie der Graphematik in historischer Sicht
The autonomy of graphemics from historical point of view |
97–104 |
II. Empirical linguistic theories of graphemics and orthography |
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Schreiben in Gedankenschnelle – Wegleite durch eine Terra Incognita der Graphematik
Writing as quick as thought – itinerary through a terra incognita of graphematics |
105–123 |
Philipp, Marthe |
Graphematiκ und Phonematiκ im Elsass oder: Der Kampf um eine elsässische Orthographie
Alsatian orthography |
124–142 |
Feigs, Wolfgang |
Zur Dekodierung individueller Handschriften
On decoding handwritten texts |
143–154 |
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Towards a diatopic approach to orthographic phenomena of European languages |
155–163 |
Russ, Charles V.J. |
Breaking the spelling barrier: The reconstruction of pronunciation from orthography in historical linguistics |
164–178 |
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Zur Schreibung von Fremdwörtern im Deutschen – Probleme der Regelformulierung
On the spelling of foreign words in German problems of rule formulation |
179–196 |
III. Psychological problems of graphemics and orthography |
Henderson, Leslie |
From morph to morpheme: The psychologist gaily trips where the linguist has trodden |
197–217 |
Frith, Uta |
Psychologische Aspekte oes orthographischen Wissens: Entwicklung und Entwicklungsstörung
Psychological aspects of orthographic skills: development and disorder |
218–233 |
Eichler, Wolfgang |
Zu Uta Frith Dreiphasenmodell des Lesen (und Schreiben) Lernens. Oder: Lassen sich verschiedene Modelle des Schrifterwerbs aufeinander beziehen und weiterentwickeln?
On Uta Frith’s three phase model of learning to read and to write. Or: Can different models of the acquisition of reading and writing be interrelated and further developed? |
234–247 |
Günther, Hartmut |
Was the alphabet discovered or invented? On the alleged common processes in speech and writing |
248–261 |
Scheerer, Eckart |
Orthography and lexical access |
262–286 |
Bock, Michael |
Cognitive aspects of upper and lower case for initial letters in German |
287–299 |
Goodman, Roberta Ann / Caramazza, Alfonso |
Phonologically plausible errors: Implications for a model of the phoneme-grapheme conversion mechanism in the spelling process |
300–325 |
Coltheart, Max |
Graphemics and visual word recognition |
326–340 |
Pattison, Helen |
Orthographic skills in the hearing-impaired |
341–353 |
Günther, Klaus-B. |
Entwicklungs- und sprachpsychologische Begründung der Notwendigkeit spezifischer Methoden für den Erwerb der Schriftsprache bei sprachentwicklungsgestörten, lernbehinderten und hörgeschädigten Kindern
On the necessity of specific methods for teaching written language to language-developmental-disturbed, learning-disabled and hearing-impaired children – arguments from developmental psychology and psycholinguistics |
354–382 |
IV. Problems of acquiring orthographic skills |
Riehme, Joachim |
Grundsätze der Vermittlung und Erlernung der Orthographie in der Schule der DDR
Principles of the teaching and learning of orthography in the schools of the German Democratic Republic |
383–394 |
Wiggen, Geirr |
The role of the affective filter on the level of orthography |
395–412 |
Borawski, Stanislaw |
Das orthographische Portrait des Schülers
The orthographic portrait of the pupil |
413–420 |
Balhorn, Heiko |
The cognition of spelling in children’s minds |
421–431 |
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On the acquisition of the phonemic principle of spelling for learning to read and to write |
432–443 |
Fichtner, Bernd |
Wie lernen Kinder Lesen und Schreiben? – Aspekte einer pädagogischen Fragestellung
How do childrens learn to read and write? – Aspects of a pedagogical problem |
444–462 |
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Authors |
463–464 |
