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

Per Henning Uppstad

Research output: ThesisDoctoral Thesis (compilation)

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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.

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.
Original languageEnglish
QualificationDoctor
Awarding Institution
  • General Linguistics
Supervisors/Advisors
  • Strömqvist, Sven, Supervisor
  • Tønnessen, Finn Egil, Supervisor, External person
Award date2005 Oct 1
Publisher
Publication statusPublished - 2005

Bibliographical note

Defence details

Date: 2005-10-01
Time: 10:00
Place: Hörsal 128, Stora Algatan 4, Lund

External reviewer(s)

Name: Leiwo, Matti
Title: Professor
Affiliation: University of Jyväskylä, Finland

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<div class="article_info">P.H. Uppstad and F.E. Tønnessen. <span class="article_issue_date"></span>. <span class="article_title">The Notion of 'Phonology' in Dyslexia Research:Cognitivism - and Beyond.</span> (manuscript)</div>
<div class="article_info">P.H Uppstad and F.E. Tønnessen. <span class="article_issue_date">2005</span>. <span class="article_title">The Status of the Concept of 'Phoneme' in Psycholinguistics.</span> (submitted)</div>
<div class="article_info">P.H. Uppstad. <span class="article_issue_date">2005</span>. <span class="article_title">The Dynamics of Written Language Acquisition.</span> (manuscript)</div>
<div class="article_info">P.H. Uppstad and O.J. Solheim. <span class="article_issue_date">2005</span>. <span class="article_title">What is Reading? A Critical Account.</span> (submitted)</div>
<div class="article_info">P.H. Uppstad. <span class="article_issue_date">2006</span>. <a href="javascript:downloadFile(545337)" class="article_link">Written Language Skills and the Notion of 'Lexicon'.</a> <span class="journal_series_title">L1 Educational Studies in Language and Literature.</span>, <span class="journal_volume">vol 6</span> <span class="journal_distributor">Amsterdam University Press</span> (inpress)</div>
<div class="article_info">P.H. Uppstad and O.J. Solheim. <span class="article_issue_date">2005</span>. <span class="article_title">Aspects of fluency in writing.</span> (submitted)</div>
<div class="article_info">P.H. Uppstad and Å.K.H. Wagner. <span class="article_issue_date"></span>. <a href="javascript:downloadFile(545338)" class="article_link">Approaching the skill of writing.</a> <span class="journal_series_title">Writing and Digital Media.</span>, <span class="journal_distributor">Elsevier</span> (inpress)</div>

Subject classification (UKÄ)

  • General Language Studies and Linguistics

Free 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

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