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ERIC Number: EJ787893
Record Type: Journal
Publication Date: 2008-Feb
Pages: 12
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0030-9230
Early Writing among Ancient Vikings and Today's Pre-Schoolers: A Cognitive Developmental Perspective on Reading Acquisition and Alphabets as Effective Artefacts
Olofsson, Ake
Paedagogica Historica: International Journal of the History of Education, v44 n1-2 p167-178 Feb 2008
The present paper reports some observations on pre-school children's spontaneous as well as adult-supported spelling behaviour and makes comparisons between aspects of these early literacy activities and some features of spellings from mostly twelfth- to fourteenth-century Norwegian runic inscriptions. The runic inscriptions originate from a post-Viking time period where formal schooling was rare and exclusively based on the Latin alphabet. It is argued that runic literacy was serving several important functions in the society and that runic literacy skill was learned in an everyday sociocultural context and that this learning process in a critical way was supported by one major artefact--the runic alphabet itself. It is concluded that there are fundamental similarities between the learning activities among the children of today and the thirteenth-century self-supported print explorer. The basic commonality is alphabetical knowledge and it is concluded that primary knowledge of the actual alphabet is, and has always been, essential for the initial stage of reading acquisition. (Contains 1 table, 5 figures and 33 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway