THE ABC OF READING PERSPECTIVES ON THE ALPHABETIC PRINCIPLE

dc.creator	PER HENNING UPPSTAD
dc.creator	FINN EGIL TØNNESSEN
dc.date	2012-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:02Z
dc.date.available	2015-07-20T22:17:02Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/c44a052e2f4746d09503cfd0784a6671
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18816
dc.description	An alphabetic writing system is a system in which words consist of individual letters that corre-spond to spoken-language units at a similar level of analysis. The systematic relationships between units of these two systems are collectively referred to as the Alphabetic Principle. This principle has attained the status of one of the most basic and universal assumptions in current research on reading and writing. But although it is thus extensively used, there have been few attempts to determine what restrictions may apply to its appropriate use as a scientific term. A primary aim of the present article is to contribute to the empirical foundation of reading research through a clarification of the scientific status of the Alphabetic Principle. The article analyses a report from the United States National Reading Panel (NRP, 2000), cho-sen as an example of how the Alphabetic Principle is used in current reading research, and addresses the Alphabetic Principle qua principle in order to clarify its scientific status. We argue that the term “princi-ple” creates the incorrect impression that the phenomenon is precisely defined and universally valid. As we see it, the Alphabetic Principle rather refers to regularities or patterns that vary between languages. Phonics, the reading-instruction approach normally defined on the basis of the Alphabetic Principle, is of greatest value for languages with shallow orthographies – but even there, we should be aware that no simple and unambiguous association exists between grapheme and phoneme
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=357
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 11, Pp 109-125 (2012)
dc.subject	phonics
dc.subject	whole language
dc.subject	skill
dc.subject	alphabetic principle
dc.subject	phonemic awareness
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	THE ABC OF READING PERSPECTIVES ON THE ALPHABETIC PRINCIPLE
dc.type	article