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Early writing among ancient Vikings and today´s pre-schoolers: a cognitive developmental perspective on reading acquisition and alphabets as effective artefacts
Umeå universitet, Samhällsvetenskaplig fakultet, Psykologi.
2008 (engelsk)Inngår i: Paedagogica historica, ISSN 0030-9230, E-ISSN 1477-674X, Vol. 44, nr 1-2, s. 167-178Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The present paper reports some observations on pre-school children’s spontaneous as well as adult-supported spelling behaviour and makes comparisons between aspects of these early literacy activities and some features of spellings from mostly twelfth- to fourteenth-century Norwegian runic inscriptions. The runic inscriptions originate from a post-Viking time period where formal schooling was rare and exclusively based on the Latin alphabet. It is argued that runic literacy was serving several important functions in the society and that runic literacy skill was learned in an everyday sociocultural context and that this learning process in a critical way was supported by one major artefact – the runic alphabet itself. It is concluded that there are fundamental similarities between the learning activities among the children of today and the thirteenth-century self-supported print explorer. The basic commonality is alphabetical knowledge and it is concluded that primary knowledge of the actual alphabet is, and has always been, essential for the initial stage of reading acquisition.

sted, utgiver, år, opplag, sider
Routledge , 2008. Vol. 44, nr 1-2, s. 167-178
Emneord [en]
reading acquisition, runes, phonological awareness, early literacy, name writing, futhark inscriptions, informal schooling
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Forskningsprogram
psykologi; pedagogik
Identifikatorer
URN: urn:nbn:se:umu:diva-9264DOI: 10.1080/00309230701865546OAI: oai:DiVA.org:umu-9264DiVA, id: diva2:148935
Tilgjengelig fra: 2009-12-11 Laget: 2008-03-17 Sist oppdatert: 2018-06-09bibliografisk kontrollert

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