Please use this identifier to cite or link to this item: http://hdl.handle.net/1880/51315
Title: Graphic competence
Authors: Gibbons, Diana E
Keywords: Linguistics;Language and languages--Orthography and spelling;Language acquisition;English language
Issue Date: Jun-1983
Publisher: University of Calgary
Citation: Gibbons, D. E. (1983). Graphic competence. Calgary Working Papers in Linguistics, 9(Summer), 25-62.
Abstract: The invented spellings of pre-schoolers first described and analyzed by Read (1971) are significant in more than one respect. First, they are completely spontaneous and entirely free from the effects of instruction. The children who produce invented spellings know the names of the conventional symbols and how to form them, but they have virtually no direct knowledge of any conventional sound-grapheme correspondences and cannot read. Second, the spellings do not vary qualitatively from child to child. Thirdly, as previously mentioned, these children have not yet learned to read (hence the use of the term 'preliterate').
URI: http://hdl.handle.net/1880/51315
ISSN: 2371-2643
Appears in Collections:Volume 9, Summer 1983

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