Graphic competence

dc.contributor.author	Gibbons, Diana E
dc.date.accessioned	2016-06-15T20:23:16Z
dc.date.available	2016-06-15T20:23:16Z
dc.date.issued	1983-06
dc.description.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').	en_US
dc.description.refereed	Yes	en_US
dc.identifier.citation	Gibbons, D. E. (1983). Graphic competence. Calgary Working Papers in Linguistics, 9(Summer), 25-62.	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/29039
dc.identifier.issn	2371-2643
dc.identifier.uri	http://hdl.handle.net/1880/51315
dc.language	English
dc.language.iso	en	en_US
dc.publisher	University of Calgary	en_US
dc.publisher.department	Linguistics	en_US
dc.publisher.faculty	Arts
dc.publisher.institution	University of Calgary	en_US
dc.subject	Linguistics	en_US
dc.subject	Language and languages--Orthography and spelling	en_US
dc.subject	Language acquisition	en_US
dc.subject	English language	en_US
dc.title	Graphic competence	en_US
dc.type	journal article