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willkommenbuchpublikationen → New trends in graphemics and orthography
2016-1-5

New trends in graphemics and orthography


herausgeber

Augst, Gerhard


titel

New trends in graphemics and orthography.


verlag

De Gruyter, shop

ort

Berlin

datum

auflage

reprint 2012

isbn

978-3-11-010804-0 gebunden

978-3-11-086732-9 e-book (pdf)

ausstattung, umfang

gebunden, 23 × 15,5 cm, XI, 464 s.


umschlag

umschlag


inhalts­verzeichnis

  INTRODUCTION v–viii

I. Linguistic theories of graphemics and orthography

The grapheme: its position and its degree of autonomy with respect to the system of the language 1–10
Zur Bestimmung und Differenzierung der Prinzipien der Orthographie
On the definition and differentiation of the principles of orthography
11–24
Descriptively and explanatorily adequate models of orthography 25–42
The graphic elements of German written language 43–79
The term ‘grapheme’ in the history and theory of linguistics 80–96
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

Schreiben in Gedankenschnelle – Wegleite durch eine Terra Incognita der Graphematik
Writing as quick as thought – itinerary through a terra incognita of graphematics
105–123
Graphematiκ und Phonematiκ im Elsass oder: Der Kampf um eine elsässische Orthographie
Alsatian orthography
124–142
Zur Dekodierung individueller Handschriften
On decoding handwritten texts
143–154
Towards a diatopic approach to orthographic phenomena of European languages 155–163
Breaking the spelling barrier: The reconstruction of pronunciation from orthography in historical linguistics 164–178
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

From morph to morpheme: The psychologist gaily trips where the linguist has trodden 197–217
Psychologische Aspekte oes orthographischen Wissens: Entwicklung und Entwicklungsstörung
Psychological aspects of orthographic skills: development and disorder
218–233
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
Was the alphabet discovered or invented? On the alleged common processes in speech and writing 248–261
Orthography and lexical access 262–286
Cognitive aspects of upper and lower case for initial letters in German 287–299
Phonologically plausible errors: Implications for a model of the phoneme-grapheme conversion mechanism in the spelling process 300–325
Graphemics and visual word recognition 326–340
Orthographic skills in the hearing-impaired 341–353
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

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
The role of the affective filter on the level of orthography 395–412
Das orthographische Portrait des Schülers
The orthographic portrait of the pupil
413–420
The cognition of spelling in children’s minds 421–431
On the acquisition of the phonemic principle of spelling for learning to read and to write 432–443
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
  Authors 463–464