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.

David Pesetsky

Papers

Phrasal Movement and Its Discontents: Diseases and Diagnoses [Book Chapter]