30.991, Calls: Linguistic Theories, Morphology, Psycholinguistics, Writing Systems, Neurolinguistics, Cognitive Science, Language Acquisition / Journal of Research in Reading (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-30-991. Sat Mar 02 2019. ISSN: 1069 - 4875.

Subject: 30.991, Calls: Linguistic Theories, Morphology, Psycholinguistics, Writing Systems, Neurolinguistics, Cognitive Science, Language Acquisition / Journal of Research in Reading (Jrnl)

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Date: Sat, 02 Mar 2019 18:13:49
From: Helen Breadmore [helen.breadmore at coventry.ac.uk]
Subject: Linguistic Theories, Morphology, Psycholinguistics, Writing Systems, Neurolinguistics, Cognitive Science, Language Acquisition / Journal of Research in Reading (Jrnl)

 
Full Title: Journal of Research in Reading 


Linguistic Field(s): Cognitive Science; Language Acquisition; Linguistic Theories; Morphology; Neurolinguistics; Psycholinguistics; Writing Systems 

Call Deadline: 01-Jun-2019 

Call for papers:
Special Issue of Journal of Research in Reading: Advances in understanding the
role of morphemes in literacy development

Editors: Helen Breadmore, Kyle Levesque, and Hélène Deacon
This special issue will focus on new empirical and theoretical approaches to
understanding the role of morphemes in reading and spelling development,
drawing out the implications for teaching. 

Abundant evidence supports the importance of morphology in literacy
development. Decades of empirical research has established morphemes as a
fundamental unit through which the adult lexicon is organized (e.g., Rastle,
2018). Awareness of morphemes also plays an important role in the development
of word reading, spelling, and reading comprehension (e.g., Angelelli et al.,
2014; Deacon et al., 2008). Yet, there is a great need for theoretical and
empirical specificity for the role of morphemes in literacy development
(Carlisle, 2010; Kuo & Anderson, 2006; Nagy et al., 2014). 

In order to inform theory and practice, this special issue in the Journal of
Research in Reading will focus on new empirical and theoretical approaches to
understanding how, and when, morphological processing is used during word
reading, spelling, and reading comprehension. This special issue will draw
together the most up-to-date evidence of morphological processing, providing
an opportunity to radically advance the discussion about the role of
morphology in theoretical models and to highlight areas where more research is
needed. On a practical basis, this empirical and theoretical specificity will
guide the development of new intervention approaches and help optimise
morphological instruction. 

Now accepting abstracts:
The invitation to submit abstracts of original empirical papers or reviews is
now open. 

Include in abstract submission: 
- Author names and affiliations
- 250-word max abstract
- Implications for theory, policy and practice. This should be in the form of
three lists with up to three bullet points in each of a) what is already known
about this topic; b) what this paper adds; c) implications for theory, policy,
or practice
- Whether the full manuscript will form a brief report (3000-5000 words),
empirical paper (5000-8000 words), or commentary/review (up to 8000 words)

For consideration, please email your abstract submission to:
kyle.levesque at dal.ca
You will receive a confirmation of receipt. 

Submission Deadlines: 
Abstracts should be submitted by June 1st, 2019 (decisions on abstracts by
July 1st, 2019). If accepted, full manuscripts will be invited for submission
to initial peer review by December 1st, 2019. The expected date of publication
of the special issue is November 2020.




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LINGUIST List: Vol-30-991	
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