The process-disruption hypothesis: how spelling and typing skill affects written composition process and product

This study investigates the possibility that lack of fluency in spelling and/or typing disrupts writing processes in such a way as to cause damage to the substance (content and structure) of the resulting text. 101 children (mean age 11 years 10 months), writing in a relatively shallow orthography (Norwegian), composed argumentative essays using a simple text editor that provided accurate timing for each keystroke. Production fluency was assessed in terms of both within-word and word-initial interkey intervals and pause counts. We also assessed the substantive quality of completed texts. Students also performed tasks in which we recorded time to pressing keyboard keys in response to spoken letter names (a keyboard knowledge measure), response time and interkey intervals when spelling single, spoken words (spelling fluency), and interkey intervals when typing a simple sentence from memory (transcription fluency). Analysis by piecewise structural equation modelling gave clear evidence that all three of these measures predict fluency when composing full text. Students with longer mid-word interkey intervals when composing full text tended to produce texts with slightly weaker theme development. However, we found no other effects of composition fluency measures on measures of the substantive quality of the completed text. Our findings did not, therefore, provide support for the process-disruption hypothesis, at least in the context of upper-primary students writing in a shallow orthography.

The Genesis of the Local Alphabets of Archaic Greece

This chapter stresses the importance of the series of letters people actually learnt and taught in the different 'local scripts', together with the series of letter names they learnt by heart. The physical manifestation of this tradition is in abecedaria. The differences between these local alphabets can be explained by three types of reform that took place while the alphabet spread, viz. the adding, reinterpreting, or abolishing of letters. Attention to chronology allows quite precise 'predictions' about the otherwise hidden first years of the alphabet in Greece. Some common views will therefore have to be given up, for instance that the three islands, Thera, Melos, and Crete, which use a particularly archaic type of alphabet, are therefore plausible candidates for particularly early writing. The takeover of the alphabet was a single event, but we will very likely never be able to specify either where or when precisely it took place.

Modal Spelled Pitch Class, La-Minor Solfège, and Schubert’s Third Relations

This article develops the notion of modal spelled pitch class by combining Julian Hook’s theory of spelled heptachords and Steven Rings’s heard scale degree. Modal spelled pitch class takes the form of an ordered triple that includes the key signature, the generic pitch classes (letter names without accidentals) of the tonic, and the note in question. From there one can infer other information, such as scale degree, mode, and la-minor solfège. In the construction of modal spelled pitch class, la-minor solfège is of equal importance to do-minor solfège, and subsequent analyses contrast the perspectives of both types of movable-do solfège users. This argument aligns with recent reevaluations of Jacques Handschin’s tone character (Clampitt and Noll 2011; Noll 2016b) and suggests a path of reconciliation in the ongoing solfège debate. Close readings of Franz Schubert’s Impromptu in E♭ major, D. 899, and Piano Sonata in B♭ major, D. 960, demonstrate the analytic potential of modal spelled pitch class and the eight types of coordinated transpositions. While previous transformational theories have shed light on third relations in Schubert’s harmony (Cohn 1999), modal spelled pitch class transpositions show the scales and melodies that prolong third-related harmonies also participate in their own third relations.

Use of Letter Names Benefits Young Children’s Spelling

We studied how children begin to produce spellings that reflect the sounds in words. We asked 75 U.S. preschoolers (mean age = 4 years, 11 months) to participate in two sessions. In one session, the children were asked to spell words (e.g., bead) that begin with a sequence of sounds that matches the name of a letter; in another session, they were asked to spell control words (e.g., bed). The phonological plausibility of children’s spellings, particularly their spellings of the words’ first phonemes, was higher for letter-name words than for control words. When we categorized spelling performance in a session as prephonological if the child used phonologically appropriate letters no more often than would be expected by chance, we found that children were more likely to be prephonological spellers in the session with control words than in the session with letter-name words. Words with letter names can help children move from prephonological spellings to spellings that symbolize at least some of the sounds in words.

Didactic images in a thirteenth-century French music theory treatise: theScientia artis musiceof Hélie Salomon

TheScientia artis musice, a music theory treatise completed in the year 1274 by Hélie Salomon, a cleric from the village of St-Astier (Périgord/Dordogne), covers all the usual topics treated in such sources: letter names, hexachord syllables, the claves (letter + syllable(s)), the musical hand, mutation, staff notation, clef placement and chant genres. It includes an incomplete tonary with representative chant genres together with a commentary on the seculorum (differentiae) appropriate to various chant incipits. A lengthy instruction on the performance of parallel four-voice organum is also included. TheScientiais the only medieval theory treatise whose eight illustrations (called ‘figurae’) include human figures. These images relate directly to matters covered in the treatise and serve to make its main points more easily committed to memory. Of especial interest is the image of an enthroned bishop that serves as the focal point for a novel exposition of the tonal system of chant as (1) a set of logical relations modelled after the Tree of Porphyry and (2) a variant of the tree of consanguinity. Since the sole surviving copy of the treatise is the original, all these details must reflect the author's intention.

Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names

The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, C

Gothic

Apart from runic inscriptions, Gothic is the earliest attested language of the Germanic family, dating to the 4th century. Along with Crimean Gothic, it belongs to the branch known as East Germanic. The bulk of the extant Gothic corpus is a translation of the Bible, of which only a portion remains. The translation is traditionally ascribed to Wulfila, who is credited with inventing the Gothic alphabet. The many Greek conventions both help and hinder interpretation of the Gothic phonological system. As in Greek, letters of the alphabet functioned as numerals, but the late letter names were from runic. Gothic inflectional categories include nouns, adjectives, and verbs. Nouns are inflected for three genders, two numbers, and four cases. Various stem types inherited from Indo-European constitute different form classes in Gothic. Adjectives have the same properties and are also inflected according to so-called weak and strong forms, as are Gothic verbs. Verbs are inflected for three persons and numbers, an indicative and a nonindicative mood (here called “optative”), past and nonpast tense, and voice. The mediopassive survives in Gothic morphologically as a synthetic passive and syntactically in innovated periphrastic formations; middle and anticausative functions were taken over by reflexive-type structures. Nonfinite forms are the infinitive, the imperative, and two participles. In syntax, Gothic had null subjects as an option, mostly in the third person singular. Aspect was effected primarily by prefixes, which have many other functions, and aspect is not consistently indicated. Absolute constructions with a participle occurred in various cases with functional differences. Relativization was effected primarily by relative pronouns built on demonstratives plus a complementizer. Complementizers could be used with subordinate clause verbs in the indicative or optative. The switch to the optative was triggered by irrealis, matrix verbs that do not permit a full range of subordinate tenses, expression of a hope or wish, potentiality, and several other conditions. Many of these are also relevant to matrix clauses (independent optatives). Essentials of linearization include prepositional phrases, default postposed genitives and possessive adjectives, and preposed demonstratives. Verb-object order predominates, but there is much Greek influence. Verb-auxiliary order is native Gothic.

Modeling Alphabet Skills as Instructive Feedback Within a Phonological Awareness Intervention

Purpose This study evaluated the efficacy of an instructive feedback strategy for modeling letter names and sounds during presentation of positive feedback within a small-group phonological awareness intervention for preschoolers. Method Two experiments were conducted using multiple-baseline designs across children and behaviors. Letter name and sound identification and performance on a phonological awareness fluency measure served as the primary outcome variables. Six children completed Experiment 1. A progressive time delay was added to instructive feedback to elicit a response from the 9 children in the second experiment. Results In the first experiment, 6 children demonstrated gains on phonological awareness but not alphabet knowledge. With the addition of progressive time delay in the second experiment, all 9 children demonstrated gains on letter name and sound identification as well as phonological awareness skills. Conclusions Progressive time delay to prompt children's responses appears to bolster the effects of instructive feedback as an efficient strategy for modeling alphabet skills within a broader early literacy curriculum. Modeling alphabet skills did not detract from, and may have enhanced, phonological awareness instruction for preschoolers.