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Journal ArticleDOI

From Utterance to Text: The Bias of Language in Speech and Writing

TLDR
Olson as mentioned in this paper argues that these conflicts are rooted in differing assumptions about the relation of meaning to language: whether meaning is extrinsic to language or intrinsic, a relation he calls "text." On both the individual and cultural levels there has been development from language as utterance to language as text.
Abstract
In this far-ranging essay David Olson attempts to reframe current controversies over several aspects of language, including meaning, comprehension, acquisition, reading, and reasoning. Olson argues that in all these cases the conflicts are rooted in differing assumptions about the relation of meaning to language: whether meaning is extrinsic to language—a relation Olson designates as "utterance"—or intrinsic— a relation he calls "text." On both the individual and cultural levels there has been development, Olson suggests, from language as utterance to language as text. He traces the history and impact of conventionalized, explicit language from the invention of the Greek alphabet through the rise of the British essayist technique. Olson concludes with a discussion of the resulting conception of language and the implications for the linguistic, psychological, and logical issues raised initially.

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Preventing reading difficulties in young children

TL;DR: This chapter discusses strategies for helping children with Reading Difficulties in Grades 1 to 3, as well as recommendations for practice and research.
Journal ArticleDOI

Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.

TL;DR: A framework for conceptualizing the development of individual differences in reading ability is presented in this paper that synthesizes a great deal of the research literature and places special emphasis on reading ability.
Journal ArticleDOI

Linguistic Interdependence and the Educational Development of Bilingual Children

TL;DR: In this paper, the authors argue that cognitively and academically beneficial bilingualism can be achieved only on the basis of adequately developed first language (L1) skills and two hypotheses are formulated and combined to arrive at this position.
Journal ArticleDOI

The simple view of reading

TL;DR: In this paper, a simple view of reading was outlined that consisted of two components, decoding and linguistic comprehension, both held to be necessary for skilled reading, and three predictions drawn from the simple view were assessed in a longitudinal sample of English-Spanish bilingual children in first through fourth grade.
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Reading for Understanding: Toward an R&D Program in Reading Comprehension

TL;DR: It is argued that the primary challenge of improving reading performance in the early grades is now to incorporate research based knowledge systematically into teacher preparation and practice.
References
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How to do things with words

TL;DR: In this paper, the authors presented a series of lectures with the following topics: Lecture I * Lecture II* Lecture III * Lectures IV* Lectures V * LectURE VI * LectURES VI * LII * LIII * LIV * LVI * LIX
Book

Understanding Media: The Extensions of Man

TL;DR: Lapham as discussed by the authors re-evaluated McLuhan's work in the light of the technological as well as the political and social changes that have occurred in the last part of this century.
Book

Truth and Method

TL;DR: The ontology of the work of art and its Hermeneutic importance is discussed in this article. But the ontology is not a theory of the human experience, and it does not describe the relationship between art and the human sciences.
Book

A First Language: The Early Stages

TL;DR: This article studied the early stages of grammatical constructions and the meanings they convey in pre-school children and found that the order of their acquisition is almost identical across children and is predicted by their relative semantic and grammatical complexity.
Book

The Technological Society

Jacques Ellul