Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across languages leave developmental “footprints” in the adult lexicon. The lexical organization and processing strategies that are characteristic of skilled reading in different orthographies are affected by different developmental constraints in different writing systems. The authors develop a novel theoretical framework to explain these cross-language data, which they label a psycholinguistic grain size theory of reading and its development.

Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.

According to the alternative semantics for focus, the semantic reflec of intonational focus is a second semantic value, which in the case of a sentence is a set of propositions. We examine a range of semantic and pragmatic applications of the theory, and extract a unitary principle specifying how the focus semantic value interacts with semantic and pragmatic processes. A strong version of the theory has the effect of making lexical or construction-specific stipulation of a focus-related effect in association-with-focus constructions impossible. Furthermore, while focus has a uniform import, the sources of meaning differences in association with focus are various.

https://www.sfs.uni-tuebingen.de/~astechow/Lehre/SS06/Focus/rooth92.pdf

A theory of focus interpretation

A fundamentally new approach to the theory of phonology and its relation to syntax is developed in this book, which is the first to address the question of the relation between syntax and phonology in a systematic way.This general theory differs from its predecessors in the generative tradition in several respects. By arguing that the intonational structure of a sentence determines certain aspects of its stress pattern or rhythmic structure, and not vice versa, it provides a novel view of the intonation-stress relation. It also offers a new theory of the focus-prosody relation that solves a variety of classic puzzles and involves an appeal to the place of a focused constituent in the predicate-argument structure of the sentence. The book also includes other novel features, among them a development of the metrical grid theory of stress (including a complete treatment of English word stress in this framework), the representation of juncture in terms of "silent" positions in the metrical grid (with a treatment of sandhi in terms of this rhythmic juncture), and a "rhythmic" nonsyntactic approach to the basic phonology of function words in EnglishElisabeth 0. Selkirk is Professor of Linguistics at the University of Massachusetts, Amherst. This book is tenth in the series, Current Studies in Linguistics.

Phonology and Syntax: The Relation between Sound and Structure

The mismatch negativity (MMN) in basic research of central auditory processing: a review.

This monograph discusses research, theory, and prac- tice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's lan- guage competency when they enter school and on the nature of early reading development. Subsequent sections review theo- ries of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), re- search from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supple- ment phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers under- stand the alphabetic principle and learn new words. Thus, ele- mentary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.

/pdf/how-psychological-science-informs-the-teaching-of-reading-b58hzcvy2m.pdf

How Psychological Science Informs the Teaching of Reading

The lexicon - preliminaries, zero syntax linking problems with experiencer predicates - linking, an unaccusative solution to the experiencer-object problem, verbal passivization, athematic subjects - other discussion, the relation between subject and object position U(T)AH and the zero morpheme CAUS - causer versus target causer versus subject matter, a new problem - the target/subject matter restriction, zero morphemes a meteorology of emotions - what CAUS attaches to - the nature of amuse, conclusions double object constructions and the zero morpheme G - the null element G, G and to, the semantics of prepositions and mediated 0-selection, structures for G, the nature of G, appendix - future having versus choosing, appendix - G and idiosyncrasy the target/subject matter restriction solved - cascades - from VP shells to cascades, cascade interactions among prepositions, more on CAUS, grand summary cascade syntax and layered syntax - layered syntax and movement, heavy shift, word order variation, potential psycholinguistic perspectives on the dual system.

Zero Syntax: Experiencers and Cascades

/pdf/t-to-c-movement-causes-and-consequences-woavepf6tl.pdf

T-to-C Movement: Causes and Consequences

Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1983.

Paths and categories

In this paper, we will present a particular proposal about the nature of agreement processes and the syntax of its output. Our proposal builds on current work, but departs from existing research in a number of ways. We hope to demonstrate that our proposals not only advance the overall understanding of agreement, but also contribute to a clearer and simpler view of a number of specific syntactic phenomena. At the heart of our proposal is a conception of agreement that draws on various traditions that view it as "feature sharing". We combine this conception with a proposal that valuation and interpretability of features are independent concepts. These ideas taken together allow us to revise existing analyses of a number of syntactic constructions. In particular, we will focus on the role of verbal tense morphology in specifying other properties of a sentence, and the comparable role played by wh-morphology in specifying clause type. Particular attention will be devoted to the syntax of raising constructions and to an analysis of sentential subjects that improves on earlier work of our own.

/pdf/the-syntax-of-valuation-and-the-interpretability-of-features-1b49puzx04.pdf

David Pesetsky

Papers

How Psychological Science Informs the Teaching of Reading

Zero Syntax: Experiencers and Cascades

T-to-C Movement: Causes and Consequences

Paths and categories

The Syntax of Valuation and the Interpretability of Features