ERIC Number: ED258145
Record Type: RIE
Publication Date: 1984
Reference Count: N/A
Discourses in Reading and Linguistics. Annals of the New York Academy of Sciences, Volume 433.
White, Sheila J., Ed.; Teller, Virginia, Ed.
That the attainment of literacy does not represent a unitary process or a unitary set of skills is reflected in this collection of papers from a variety of disciplines showing concerns about reading problems. Following an introduction by Sheila White, the first half of the book contains the following articles: "The Practice of Literacy: Where Mind and Society Meet" (Sylvia Scribner); "A Structure and Meaning Based Classification of Lexical Categories" (Doris Aaronson and Steven Ferres); "The Reading of Content and Noncontent Words by Dyslexics" (Marion Blank and Carol Bruskin); "Timing Analysis of Coding and Articulation Processes in Dyslexia" (Samuel Anderson, Frances Nash Podwall, and Joseph Jaffe); "Comparisons among EEG, Hair Minerals and Diet Predictions of Reading Performance in Children" (R. W. Thatcher, R. McAlaster, M. L. Lester, and D. S. Cantor); and "The Impact of Phonemic Processing Instruction on the Reading Achievement of Reading-Disabled Children" (Ellis Richardson). Following an introduction by Virginia Teller, the second half of the book contains the following articles: "The Origins of Sexist Language in Discourse (Sally McConnell-Ginet); "Recent Psycholinguistic Research on Figurative Language" (Robert R. Hoffman); "The Role of Metaphor in Our Perception of Language" (Robert R. Verbrugge); "Problems of Linguistic Insecurity in Multicultural Speech Contexts" (Wilma Bucci and Milton Baxter); "Language Learnability, Language Variation, and Some Recent Proposals in Grammatical Theory" (Mark Baltin); and "Topicalization and Left-Dislocation: A Functional Analysis" (Ellen F. Prince). (EL)
Descriptors: Dyslexia, Elementary Secondary Education, Language Usage, Language Variation, Learning Disabilities, Lexicology, Linguistics, Literacy, Metaphors, Multilingualism, Phonics, Psycholinguistics, Reading, Reading Achievement, Reading Difficulties, Reading Instruction, Reading Skills, Sex Bias, Sex Discrimination
The New York Academy of Sciences, 2 East 63rd St., New York, NY 10021 ($52.00, cloth and paper copies).
Publication Type: Information Analyses; Collected Works - General; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: New York Academy of Sciences, NY.
Note: Papers from the Meeting of the New York Academy of Sciences (New York, NY, May 7-8, 1982) and from talks to the Academy's Linguistics Section between January 1980 and May 1982.