Hostname: page-component-7c8c6479df-5xszh Total loading time: 0 Render date: 2024-03-28T20:12:04.572Z Has data issue: false hasContentIssue false

Peer commentary on ‘Developing linguistic literacy: a comprehensive model’ by Dorit Ravid and Liliana Tolchinsky

Published online by Cambridge University Press:  10 July 2002

RUTH A. BERMAN
Affiliation:
Tel Aviv University

Abstract

The authors of this rich and interesting paper have done a fine service to the field of child language by bringing to the forefront the largely neglected topic of later language development. Major discourse-oriented studies including children beyond preschool age have been confined to oral production of narrative texts (Peterson & McCabe, 1983; Berman & Slobin, 1994; Hickmann, in press), and they all leave off at around age ten. The pathbreaking work of Labov (1972) did in fact consider the language of pre-adolescents and teenagers in explicitly linguistic terms, but this also concerned oral narratives without focusing on development. One important contribution of the present study, then, is to show that the progression from early school-age via middle childhood and on to adolescence and adulthood involves far more than merely increased vocabulary.

Type
DISCUSSION
Copyright
© 2002 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)