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Language and Literacy : Some fundamental issues in research on reading and writing

Uppstad, Per Henning LU (2005)
Abstract (Swedish)
Abstract in Norwegian

Hovudlina i forskinga på lesing og skriving byggjer på tanken om at talt språk på alle vesentlege punkt er primært i høve til skrive språk. Omgrepsapparatet for studiet av språk og lese- og skrivedugleik er også bygd kring denne tanken. Dette er problematisk frå eit vitskapsteoretisk standpunkt sidan tanken om det talte språket sin dominans ikkje er tilstrekkeleg empirisk underbygd. I denne avhandlinga er det hevda at eit syn på talt og skrive språk som distinkte ? men ikkje isolerte ? sett av kodar med potensiale for meining er den beste arbeidshypotesen i arbeidet med å komma fram til funn om lese- og skrivedugleik som kan kallast empiriske. Det følgjer av dette standpunktet ei kritisk gransking av... (More)
Abstract in Norwegian

Hovudlina i forskinga på lesing og skriving byggjer på tanken om at talt språk på alle vesentlege punkt er primært i høve til skrive språk. Omgrepsapparatet for studiet av språk og lese- og skrivedugleik er også bygd kring denne tanken. Dette er problematisk frå eit vitskapsteoretisk standpunkt sidan tanken om det talte språket sin dominans ikkje er tilstrekkeleg empirisk underbygd. I denne avhandlinga er det hevda at eit syn på talt og skrive språk som distinkte ? men ikkje isolerte ? sett av kodar med potensiale for meining er den beste arbeidshypotesen i arbeidet med å komma fram til funn om lese- og skrivedugleik som kan kallast empiriske. Det følgjer av dette standpunktet ei kritisk gransking av det omgrepsapparatet som vert nytta i forsking på lesing og skriving. Dette er emnet for dei sju artiklane i avhandlinga.



Artikkel I undersøkjer termen 'fonologi' i forskinga på dysleksi, spesielt innan paradigmet for kognitiv psykologi.



Artikkel II diskuterer statusen til fonem-omgrepet i psykolingvistikken med utgangspunkt i perspektiva beskriving, forklaring og forståing i vitskap. I denne artikkelen blir det hevda at fonemet primært er knytt til beskriving, og at det er lite brukande i forklaringar som gjeld lese- og skrivedugleik.



Artikkel III diskuterer kva rolle frekvens spelar i høve til tradisjonelle beskrivingar av fonologi når det gjeld læring av skrive språk. Her blir det òg presentert ein modell for å halda oppe dynamiske perspektiv i studiet av språklæring.



Artikkel IV undersøkjer ein utbreidd definisjon av lesing i kognitiv psykologi, samstundes som det teoretiske grunnlaget for ein ny definisjon blir presentert.



Artikkel V undersøkjer termen 'leksikon' i forskinga på lese- og skrivedugleik. Her blir også ei alternativ forståing av leksikon presentert innafor ramma av konneksjonisme og funksjonell lingvistikk.



Artikkel VI fokuserer på samanhengar mellom sensivitet til prosodi og dobling av konsonantar i skriving. Her blir det brukt ein nyansert modell av 'dugleik' for å gripa denne sensiviteten på ein måte som tilfredstiller krav til empirisk forsking.



Artikkel VII føreslår ein alternativ modell for skriving med eit spesielt fokus på korleis ein skal kunne tolka tilhøvet mellom sluttprodukt og skriving i verkeleg tid. (Less)
Abstract
Mainstream research on reading and writing is based on the assumption, common in modern linguistics, that spoken language is primary to written language in most important respects. Unfortunately, the conceptual framework for the study of language and 'literacy' (encompassing both reading and writing skills) is built around this assumption. This is problematic with regard to the philosophy of science, since this framework lacks sufficient empirical support. It is claimed in the present thesis that a view of spoken and written language as distinct - but not isolated - sets of codes with potential for meaning is the best working hypothesis in the search for true empirical findings about the relationship between spoken- and written-language... (More)
Mainstream research on reading and writing is based on the assumption, common in modern linguistics, that spoken language is primary to written language in most important respects. Unfortunately, the conceptual framework for the study of language and 'literacy' (encompassing both reading and writing skills) is built around this assumption. This is problematic with regard to the philosophy of science, since this framework lacks sufficient empirical support. It is claimed in the present thesis that a view of spoken and written language as distinct - but not isolated - sets of codes with potential for meaning is the best working hypothesis in the search for true empirical findings about the relationship between spoken- and written-language skills. This position calls for critical reflection on the conceptual framework used in research on reading and writing.



Article I examines the notion of 'phonology' in dyslexia research, particularly within the paradigm of cognitive psychology. Focusing on the problem of vague and non-falsifiable hypotheses involving phonology, it calls for a more 'vulnerable' theory.



Article II discusses the status of the concept of 'phoneme' in psycholinguistics with regard to the purposes of understanding, explanation and description in science. It is argued that the phoneme relates primarily to the domain of description and that its adequacy for explanation of written-language skills is marginal.



Article III discusses the role of the concept of 'frequency' versus phonological descriptions in the study of written-language acquisition, and a model for maintaining dynamic perspectives on acquisition is suggested.



Article IV investigates a widespread definition of 'reading' in cognitive psychology, suggesting an alternative definition.



Article V examines the notion of 'lexicon' in research on written-language skills. An alternative conception of 'lexicon' is proposed within the context of connectionism and functional linguistics.



Article VI focuses on sensitivity to prosody and the doubling of consonants in writing. A nuanced model of 'skill' is applied to enable sensivity to quantity to be captured according to commonly accepted standards of empirical science.



Article VII suggests an alternative model of writing with a special focus on how to conceive of the relationship between end-product and on-line measures. (Less)
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author
supervisor
opponent
  • Professor Leiwo, Matti, University of Jyväskylä, Finland
organization
publishing date
type
Thesis
publication status
published
subject
keywords
Specialdidaktik, Research methodology in science, Forskningsmetodik, phoneme, Special didactics, Tillämpad och experimentell psykologi, Applied and experimental psychology, språktypologi, typology, Jämförande lingvistik, Comparative linguistics, sociolingvistik, Tillämpad lingvistik, undervisning i främmande språk, literacy, phonology, dyslexia, writing, written language, foreign languages teaching, Applied linguistics, fonologi, Fonetik, Phonetics, Språk- och litteraturvetenskap, Philology and literature, Filosofi, Philosophy, Språkinlärning, Language learning, reading, sociolinguistics
pages
209 pages
publisher
Department of Linguistics and Phonetics, Centre for Languages and Literature, Lund University
defense location
Hörsal 128, Stora Algatan 4, Lund
defense date
2005-10-01 10:00
language
English
LU publication?
yes
id
e8321183-f9cb-48d4-a380-5e07211a0e7a (old id 545332)
date added to LUP
2007-09-11 14:39:40
date last changed
2016-09-19 08:45:07
@phdthesis{e8321183-f9cb-48d4-a380-5e07211a0e7a,
  abstract     = {Mainstream research on reading and writing is based on the assumption, common in modern linguistics, that spoken language is primary to written language in most important respects. Unfortunately, the conceptual framework for the study of language and 'literacy' (encompassing both reading and writing skills) is built around this assumption. This is problematic with regard to the philosophy of science, since this framework lacks sufficient empirical support. It is claimed in the present thesis that a view of spoken and written language as distinct - but not isolated - sets of codes with potential for meaning is the best working hypothesis in the search for true empirical findings about the relationship between spoken- and written-language skills. This position calls for critical reflection on the conceptual framework used in research on reading and writing.<br/><br>
<br/><br>
Article I examines the notion of 'phonology' in dyslexia research, particularly within the paradigm of cognitive psychology. Focusing on the problem of vague and non-falsifiable hypotheses involving phonology, it calls for a more 'vulnerable' theory.<br/><br>
<br/><br>
Article II discusses the status of the concept of 'phoneme' in psycholinguistics with regard to the purposes of understanding, explanation and description in science. It is argued that the phoneme relates primarily to the domain of description and that its adequacy for explanation of written-language skills is marginal.<br/><br>
<br/><br>
Article III discusses the role of the concept of 'frequency' versus phonological descriptions in the study of written-language acquisition, and a model for maintaining dynamic perspectives on acquisition is suggested.<br/><br>
<br/><br>
Article IV investigates a widespread definition of 'reading' in cognitive psychology, suggesting an alternative definition.<br/><br>
<br/><br>
Article V examines the notion of 'lexicon' in research on written-language skills. An alternative conception of 'lexicon' is proposed within the context of connectionism and functional linguistics.<br/><br>
<br/><br>
Article VI focuses on sensitivity to prosody and the doubling of consonants in writing. A nuanced model of 'skill' is applied to enable sensivity to quantity to be captured according to commonly accepted standards of empirical science.<br/><br>
<br/><br>
Article VII suggests an alternative model of writing with a special focus on how to conceive of the relationship between end-product and on-line measures.},
  author       = {Uppstad, Per Henning},
  keyword      = {Specialdidaktik,Research methodology in science,Forskningsmetodik,phoneme,Special didactics,Tillämpad och experimentell psykologi,Applied and experimental psychology,språktypologi,typology,Jämförande lingvistik,Comparative linguistics,sociolingvistik,Tillämpad lingvistik,undervisning i främmande språk,literacy,phonology,dyslexia,writing,written language,foreign languages teaching,Applied linguistics,fonologi,Fonetik,Phonetics,Språk- och litteraturvetenskap,Philology and literature,Filosofi,Philosophy,Språkinlärning,Language learning,reading,sociolinguistics},
  language     = {eng},
  pages        = {209},
  publisher    = {Department of Linguistics and Phonetics, Centre for Languages and Literature, Lund University},
  school       = {Lund University},
  title        = {Language and Literacy : Some fundamental issues in research on reading and writing},
  year         = {2005},
}