In:Tone Orthography and Literacy: The voice of evidence in ten Niger-Congo languages
Edited by David Roberts and Stephen L. Walter
[Studies in Written Language and Literacy 18] 2021
► pp. v–xii
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Published online: 14 July 2021
https://doi.org/10.1075/swll.18.toc
https://doi.org/10.1075/swll.18.toc
Table of Contents
ForewordXIII
AcknowledgementsXVII
About the AuthorsXIX
AbbreviationsXXI
Introduction3
Chapter 1.Introduction3
1.Background and Aims5
2.Experimental Orthography Research in Africa5
2.1Linguistic Context7
2.2Literacy Context8
2.3Social Context9
2.4Researchers’ Objectives11
3.The Ten Focal Languages11
3.1Location and Genealogical Affiliation13
3.2Language Vitality14
3.3Previous Research15
3.4Orthographies15
4.Pedagogical Materials16
4.1Literacy Primers19
4.2Transition Guides21
5.Definitions23
6.Outline of the Book23
7.Transcription Conventions27
Part 1.Tone Orthography in Ten Niger-Congo Languages
Chapter 2.Tem27
1.Linguistic and Orthographic Background27
1.1Affiliation and Location29
1.2Orthography Development31
1.3Previous Research32
1.4Typology32
1.5Consonants33
1.6Vowels34
1.7Tone38
2.Literacy Background38
2.1Literacy Programs39
2.2Literature Production40
2.3Pedagogical Materials43
Chapter 3.Nateni43
1.Linguistic and Orthographic Background43
1.1Affiliation and Location44
1.2Orthography Development45
1.3Previous Research46
1.4Typology46
1.5Consonants49
1.6Vowels50
1.7Tone55
2.Literacy Background55
2.1Literacy Programs56
2.2Literature Production56
2.3Pedagogical Materials61
Chapter 4.Mbelime61
1.Linguistic and Orthographic Background61
1.1Affiliation and Location63
1.2Orthography Development64
1.3Previous Research64
1.4Typology64
1.5Consonants66
1.6Vowels67
1.7Word boundaries68
1.8Tone76
2.Literacy Background76
2.1Literacy Programs77
2.2Literature Production78
2.3Pedagogical Materials85
Chapter 5.Eastern Dan85
1.Linguistic and Orthographic Background85
1.1Affiliation and Location86
1.2Orthography Development88
1.3Previous Research89
1.4Typology89
1.5Consonants90
1.6Vowels91
1.7Tone99
2.Literacy Background99
2.1Literacy Program101
2.2Literature Production102
2.3Pedagogical Materials107
Chapter 6.Yoruba107
1.Linguistic and Orthographic Background107
1.1Affiliation and Location108
1.2Orthography Development110
1.3Previous Research110
1.4Typology111
1.5Consonants112
1.6Vowels116
1.7Tone123
2.Literacy Background123
2.1Literacy Programs124
2.2Literature Production124
2.3Pedagogical Materials127
Chapter 7.Idaasha127
1.Linguistic and Orthographic Background127
1.1Affiliation and Location129
1.2Orthography Development130
1.3Previous Research130
1.4Typology130
1.5Consonants132
1.6Vowels135
1.7Tone138
2.Literacy Background138
2.1Literacy Programs139
2.2Literature Production140
2.3Pedagogical Materials143
Chapter 8.Ife143
1.Linguistic and Orthographic Background143
1.1Affiliation and Location144
1.2Orthography Development146
1.3Previous Research146
1.4Typology147
1.5Consonants147
1.6Vowels148
1.7Tone151
2.Literacy Background151
2.1Literacy Programs153
2.2Literature Production153
2.3Pedagogical Materials159
Chapter 9.Elip, Mmala and Yangben159
1.Linguistic and Orthographic Background159
1.1Affiliation and Location160
1.2Orthography Development161
1.3Previous Research161
1.4Typology162
1.5Consonants163
1.6Vowels164
1.7Tone178
2.Literacy Background178
2.1Literacy Programs178
2.2Literature Production178
2.3Pedagogical Materials191
Part 2.Tone Orthography and Literacy Outcomes
Chapter 10.The Tone Orthography Experiment Design191
1.Introduction191
2.Text Corpus192
3.Sample193
4.Tasks193
4.1Introduction193
4.2Oral Reading194
4.3Comprehension Questions195
4.4Tone Writing195
5.Scoring195
5.1Introduction196
5.2Oral Reading Speed197
5.3Oral Reading Accuracy198
5.4Oral Reading Comprehension198
5.5Writing Accuracy199
6.Statistical Analysis199
6.1Previous Research200
6.2Basic Statistical Notions201
6.3Multilevel Modeling201
6.4Accounting for Eastern Dan202
7.Independent Variables203
7.1Demographic Variables (Level 1)205
7.2Linguistic Variables (Level 2)206
7.3Ethno-literacy Variables (Level 2)207
8.Group Equivalence209
Chapter 11.Tone Orthography and Oral Reading Speed209
1.Introduction212
2.L2 Oral Reading Speed213
3.L1 Oral Reading Speed213
3.1Overall Results214
3.2Language Specific Results216
3.3Impact of Independent Variables219
4.Interpretation and Discussion223
Chapter 12.Tone Orthography and General Oral Reading Accuracy223
1.Introduction227
2.L2 Oral Reading Accuracy228
3.L1 Oral Reading Accuracy228
3.1Overall Results229
3.2Language Specific Results231
3.3Impact of Independent Variables234
4.Interpretation and Discussion237
Chapter 13.Tone Orthography and Tonal Oral Reading Accuracy237
1.Introduction238
2.Literature Overview238
2.1Asian Languages240
2.2African Languages242
3.Tonal Oral Reading Accuracy242
3.1Overall Results243
3.2Language Specific Results245
3.3Impact of Independent Variables248
4.Interpretation and Discussion251
Chapter 14.Tone Orthography and Oral Reading Comprehension251
1.Introduction254
2.L2 Oral Reading Comprehension257
3.L1 Oral Reading Comprehension257
3.1Overall Results258
3.2Language Specific Results260
3.3Impact of Independent Variables262
4.Interpretation and Discussion267
Chapter 15.Tone Orthography and Yone Writing Accuracy267
1.Introduction271
2.Tone Writing Accuracy271
2.1Overall Results272
2.2Language Specific Results274
2.3Correlations Between Reading and Writing275
2.4Impact of Independent Variables277
3.Interpretation and Discussion323
EPILOGUE
Chapter 16.Epilogue281
1.Introduction281
2.Evidence from the Classroom281
2.1Overview283
2.2The Ten Focal Languages: A summary of findings293
2.3Impact of Independent Variables294
2.4Interpretation and Discussion296
3.Tone Pedagogy297
3.1Literacy Primers298
3.2Transition Guides299
4.Methodological Limitations and Future Prospects300
4.1Experiment Design300
4.2Independent Variables301
4.3Scoring Procedures302
4.4Tonal Processes303
4.5Comprehension304
4.6Orthographic Inconsistency305
4.7Dialect Variants305
5.Final Remarks307
Appendix: Independent variables323
Language Index355
Topical Index365
