Handbook of Language and Literacy, First Edition: Development and Disorders

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This state-of-the-art handbook reviews the latest advances in theory, research, and practice in language and literacy development. The close connections between language and literacy processes-both typical and atypical-are thoroughly explored in chapters from leading authorities in communication sciences and disorders, learning disabilities, and literacy education. The first three sections cover the cognitive and neurological underpinnings of language and literacy development and disorders; the sociocultural ...
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2004 Hard cover New. No dust jacket as issued. Sewn binding. Cloth over boards. 733 p. Contains: Illustrations. Challenges in Language and Literacy. Audience: General/trade.

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Overview

This state-of-the-art handbook reviews the latest advances in theory, research, and practice in language and literacy development. The close connections between language and literacy processes-both typical and atypical-are thoroughly explored in chapters from leading authorities in communication sciences and disorders, learning disabilities, and literacy education. The first three sections cover the cognitive and neurological underpinnings of language and literacy development and disorders; the sociocultural contexts of learning, including ways to promote success in students at risk; and how specific language skills are related to successful and unsuccessful literacy acquisition. Building on these foundations, the final section then reviews effective applications for children, adolescents, and young adults with varying language and literacy profiles. Research-based strategies are presented for assessing student needs and providing effective instruction in all aspects of literacy: word recognition, reading comprehension, writing, and spelling.
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Editorial Reviews

From the Publisher
"This book has it all. Neurology, heredity, cognition, motivation, prevention, assessment, intervention, and policy are just some of the topics covered in this comprehensive guide examining the links between language and literacy learning. This is a 'must-have' book for anyone who is interested in reading and writing development and disorders. As a sourcebook for researchers and a text for graduate-level seminars in literacy, special education, and speech and language, it is without equal."—Steve Graham, EdD, Vanderbilt University

"For graduate students and professionals who maintain currency with reading, language, and literacy research, this book should become the standard reference. Unusual in its scope, it successfully integrates research reviews and topical discussions across the domains of language development, reading development, spelling, and writing, and ties basic research to issues in intervention and instruction. Finally we have one book that weaves together topics in language, cognition, and reading education, and that does so in an evenhanded fashion."—Louisa Moats, EdD, Director of Literacy Research and Professional Development, Sopris West Educational Services, Longmont, Colorado

"This noteworthy handbook represents a great stride toward integrating and reorganizing current knowledge on language and literacy. I am impressed by the volume's content and structure, as well as the superb selection of contributing authors. Comprehensive, multifaceted, and provocative, this is an outstanding contribution for those who recognize the need for interdisciplinary dialogue. It is also an invaluable teaching tool. Faculty members who adopt this text would be well advised to keep a copy for their desk, a copy for their bookshelf, and a 'not-to-be-loaned' copy at home."—Katharine G. Butler, PhD, CCC-SLP, Professor Emerita, Communication Disorders and Sciences Program, San José State University

"This timely volume is a comprehensive and state-of-the art overview of the relationship between spoken and written language. Although professionals concerned with typical and atypical spoken language most often deliver their services in schools, their role in promoting literacy has been less clearly defined. The seasoned scholars who have contributed to this book clarify the close links between oral and written language in a way that has not been done before. The book is well organized and relevant to both researchers and practitioners. Its inclusion of a section on social and political contexts is a particularly welcome and unique contribution. I strongly recommend this book."—Ida J. Stockman, PhD, College of Communication Arts and Sciences, Michigan State University

Reading Research Quarterly
"A text that challenges the literacy community to rethink the meaning of difference, particularly as it relates to students' language and literacy acquisition in U.S. public schools....Provides insights into the politics of difference [and] helps us to recast our vision of effective instruction for atypical language and literacy learners....The Handbook has important messages for literacy teacher educators."—Reading Research Quarterly
From the Publisher

"This book has it all. Neurology, heredity, cognition, motivation, prevention, assessment, intervention, and policy are just some of the topics covered in this comprehensive guide examining the links between language and literacy learning. This is a 'must-have' book for anyone who is interested in reading and writing development and disorders. As a sourcebook for researchers and a text for graduate-level seminars in literacy, special education, and speech and language, it is without equal."--Steve Graham, EdD, Vanderbilt University

"For graduate students and professionals who maintain currency with reading, language, and literacy research, this book should become the standard reference. Unusual in its scope, it successfully integrates research reviews and topical discussions across the domains of language development, reading development, spelling, and writing, and ties basic research to issues in intervention and instruction. Finally we have one book that weaves together topics in language, cognition, and reading education, and that does so in an evenhanded fashion."--Louisa Moats, EdD, Director of Literacy Research and Professional Development, Sopris West Educational Services, Longmont, Colorado

"This noteworthy handbook represents a great stride toward integrating and reorganizing current knowledge on language and literacy. I am impressed by the volume's content and structure, as well as the superb selection of contributing authors. Comprehensive, multifaceted, and provocative, this is an outstanding contribution for those who recognize the need for interdisciplinary dialogue. It is also an invaluable teaching tool. Faculty members who adopt this text would be well advised to keep a copy for their desk, a copy for their bookshelf, and a 'not-to-be-loaned' copy at home."--Katharine G. Butler, PhD, CCC-SLP, Professor Emerita, Communication Disorders and Sciences Program, San José State University

"This timely volume is a comprehensive and state-of-the art overview of the relationship between spoken and written language. Although professionals concerned with typical and atypical spoken language most often deliver their services in schools, their role in promoting literacy has been less clearly defined. The seasoned scholars who have contributed to this book clarify the close links between oral and written language in a way that has not been done before. The book is well organized and relevant to both researchers and practitioners. Its inclusion of a section on social and political contexts is a particularly welcome and unique contribution. I strongly recommend this book."--Ida J. Stockman, PhD, College of Communication Arts and Sciences, Michigan State University

Reading Research Quarterly

"A text that challenges the literacy community to rethink the meaning of difference, particularly as it relates to students' language and literacy acquisition in U.S. public schools....Provides insights into the politics of difference [and] helps us to recast our vision of effective instruction for atypical language and literacy learners....The Handbook has important messages for literacy teacher educators."--Reading Research Quarterly
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Product Details

  • ISBN-13: 9781593850050
  • Publisher: Guilford Publications, Inc.
  • Publication date: 4/9/2004
  • Series: Challenges in Language and Literacy Series
  • Edition number: 1
  • Pages: 733
  • Product dimensions: 7.36 (w) x 10.30 (h) x 1.86 (d)

Meet the Author

C. Addison Stone, PhD, is Professor and Chair of Educational Studies at the University of Michigan. His research interests center on the social context of learning and development in children with language and learning disabilities. He has served as coeditor of [i]Learning Disabilities Research and Practice[/i] and is on the editorial boards of several other journals in the field.

Elaine R. Silliman, PhD, CCC-SLP, is Professor of Communication Sciences and Disorders and Cognitive and Neural Sciences at the University of South Florida and a Fellow of the American Speech/n-/Language/n-/Hearing Association. Her research interests and publications focus on oral language/n-/literacy connections in monolingual English-speaking children with social dialect variations, bilingual (Spanish/n-/English) children, and children with language learning disabilities.

Barbara J. Ehren, EdD, CCC-SLP, is a Research Associate at the University of Kansas Center for Research on Learning and a Fellow of the American Speech/n-/Language/n-/Hearing Association. Her research and development work focuses on adolescent literacy, with an emphasis on the Strategic Instruction Model at the school level and on the shared responsibility of a variety of professionals for content literacy.

Kenn Apel, PhD, CCC-SLP, is Professor in the Department of Communication Disorders at Florida State University and a Fellow of the American Speech/n-/Language/n-/Hearing Association. He has authored or coauthored numerous peer-reviewed articles, books, and book chapters, as well as software programs and the spelling instructional curriculum SPELL-Links to Reading and Writing.

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Table of Contents

I. Theoretical and Methodological Issues in the Study of Language and Literacy Disorders
1. Contemporary Approaches to the Study of Language and Literacy Development: A Call for the Integration of Perspectives, C. Addison Stone
2. Genetic Correlates of Language and Literacy Impairments, Jeffrey W. Gilger and Susan E. Wise
3. Neurobiological Correlates of Language and Reading Impairments, Maria Mody
4. Cognitive Factors in Second-Language Acquisition and Literacy Learning: A Theoretical Proposal and Call for Research, Gayane Meschyan and Arturo E. Hernandez
5. Methodological Issues in Research on Language and Early Literacy from the Perspective of Early Identification and Instruction, Deborah L. Speece and David H. Cooper
II. The Political and Social Contexts of Language and Literacy Acquisition
6. Policy and Practice Imperatives for Language and Literacy Learning: Who Will Be Left Behind?, Elaine R. Silliman, Louise C. Wilkinson, and Maria R. Brea-Spahn
7. Social and Affective Factors in Children with Language Impairment: Implications for Literacy Learning, Bonnie Brinton and Martin Fujiki
8. Family Literacy Practices, Barbara Hanna Wasik and Jennifer S. Hendrickson
9. Fostering Preliteracy Development via Storybook-Sharing Interactions: The Cultural Context of Mainstream Family Practices, Anne van Kleeck
10. Preschool-Based Prevention of Reading Disability: Realities versus Possibilities, David K. Dickinson, Allyssa McCabe, and Nancy Clark-Chiarelli
11. Language Variation and Literacy Learning, Holly K. Craig and Julie A. Washington
12. Learning to Read and Write in Two Languages: The Development of Early Biliteracy Abilities, Liliana Barro Zecker
III. Language Processes Underlying Atypical Literacy Learning: Complementary Perspectives
13. Phonological Processing and Its Influence on Literacy Learning, Gary A. Troia
14. Developmental Dependencies between Lexical Semantics and Reading, Karla K. McGregor
15. Morphological Processes That Influence Learning to Read, Joanne F. Carlisle
16. Syntactic Contributions to Literacy Learning, Cheryl M. Scott
17. Social Cognition, Conversation, and Reading Comprehension: How to Read a Comedy of Manners, Mavis L. Donahue and Sharon K. Foster
18. The Foundational Role of Schemas in Children's Language and Literacy Learning, Judith Felson Duchan
19. A Language Perspective on Executive Functioning, Metacognition, and Self-Regulation in Reading, Carol Westby
IV: Addressing the Needs of Individuals with Language and Literacy Challenges
Word Recognition:
20. Developmental Variation in Word Recognition, Linnea C. Ehri and Margaret J. Snowling
21. Word-Recognition Assessment Frameworks, Froma P. Roth
22. Teaching Students with Reading Disability to Read Words, Rollonda E. O'Connor and Kathryn M. Bell
Reading Comprehension:
23. Difficulties with Reading Comprehension, Nell K. Duke, Michael Pressley, and Katherine Hilden
24. Assessment of Reading Comprehension, Joanne F. Carlisle and Melinda S. Rice
25. Teaching Reading Comprehension to Students with Learning Disabilities, Sharon Vaughn and Janette Klingner
Writing Composition:
26. Developmental Variations in Writing Composition Skills, Bonnie D. Singer and Anthony S. Bashir
27. A Classroom-Based Writing Assessment Framework, Robert C. Calfee and Kathleen M. Wilson
28. Cognitive Processes of Teachers in Implementing Composition Research in Elementary, Middle, and High School Classrooms, Bernice Y.L. Wong and Virginia W. Berninger
Spelling:
29. Developmental Variations in Spelling: Comparing Typical and Poor Spellers, Marie Cassar and Rebecca Treiman
30. Spelling Assessment Frameworks, Kenn Apel, Julie J. Masterson, and Nicole L. Niessen
31. Spelling Instructional and Intervention Frameworks, Laura L. Bailet
Special Considerations with Adolescents/Young Adults:
32. Enhancing Literacy Proficiency with Adolescents and Young Adults, Barbara J. Ehren, B. Keith Lenz, and Donald D. Deshler

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