Development of Orthographic Knowledge and the Foundations of Literacy: A Memorial Festschrift for Edmund H. Henderson

By Shane Templeton; Donald R. Bear | Go to book overview

addition, the relative improvements in expressive reading were more pronounced during the Letter Name stage of spelling.

It seems that the integration of orthographic knowledge can be observed in a variety of literacy activities, and that the metaphors we have chosen will have some use to teachers. As Henderson points out (this volume) the relationship between orthographic knowledge and comprehension and understanding is another frontier.


REFERENCES

Balhorn H. ( 1986). "The cognition of spelling in children's minds". In G. Augst (Ed.), New trends in graphemics and orthography. New York: Walter de Gruyter.

Barone D. ( 1989). "Young children's written responses to literature: The relationship between written response and orthographic knowledge". In S. McCormick & J. Zutell (Eds.), Cognitive and social perspectives for literacy research and instruction (pp. 371-380). Chicago: National Reading Conference.

Bates E. ( 1976). Language and context: The acquisition of pragmatics. New York: Academic Press.

Bear D. ( 1982). "Patterns of oral reading across stages of word knowledge". Unpublished doctoral dissertation, University of Virginia, Charlottesville.

Bear D. ( 1989). "Why beginning reading must be word-by-word". Visible Language, 23(4), 353- 367.

Bear D. (in press). "Copying fluency and orthographic development". Visible Language.

Bear D., & Barone D. ( 1989). "Using children's spellings to group for word study and directed reading in the primary classroom". Reading Psychology, 10(3), 275-292.

Bear D., & Cathey S. ( 1989, November). Writing and reading fluency and orthographic awareness. Paper presented at the meeting of the National Reading Conference, Tucson, AZ.

Biemiller A. ( 1970). "The development of the use of graphic and contextual information as children learn to read". Reading Research Quarterly, 6, Fall, 75-96.

Bissex G. ( 1980). Gyns at wrk: A child learns to read and write. Cambridge, MA: Harvard University Press.

Blachman B. ( 1984). "Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement". Journal of Educational Psychology, 76, 610-622.

Bolinger D. ( 1986). Intonation and its parts. Stanford, CA: Stanford University Press.

Bornstein M. ( 1985). "On the development of color naming in young children: Data and theory". Brain and Language, 26, 72-93.

Bradley L. ( 1983). "The organization of visual, phonological, and motor strategies in learning to read and spell". In U. Kirk (Ed.), Neuropsychology of language, reading, and spelling. New York: Academic Press.

Brown E. ( 1976). "Neuropsychological interference mechanisms in aphasia and dyslexia". In R. W. Rieber (Ed.), The neuropsychology of language. New York: Plenum Press.

Brown E. ( 1981). "A theory of reading". Journal of Communication Disorders, 14, 443-466.

Brown E., & Miron M. ( 1971). "Lexical and syntactic predictors of the distribution of pause time in reading". Journal of Verbal Learning and Verbal Behavior, 10, 658-667.

Bussis A., Chittenden E., Amarel M., & Klausner E. ( 1985). Inquiry into meaning: An investigation of learning to read. Hillsdale, NJ: Lawrence Eribaum Associates.

Butterworth B. ( 1980). Language production. New York: Academic Press.

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