| Contents |
Atypical language and literacy development : toward an integrative framework / C. Addison Stone and Julie E. Learned -- Genetics of language and literacy impairments / Jeffrey W. Gilger -- Neurobiological basis of language and reading : typical and impaired processing / Maria Mody and Joanna A. Christodoulou -- Cognitive processes underlying typical and atypical second-language and literacy development / Kathleen F. Peets -- In the service of questions : from mixed-methods to question-based integrative designs in social research / Elizabeth Birr Moje -- Policy and practice issues for students at risk in language and literacy learning : back to the future / Elaine R. Silliman and Louise C. Wilkinson -- Reframing literacy for a screen-based age : a case for digital mindsets / Claire Wyatt-Smith and Kay Kimber -- Becoming bilingual and biliterate : sociolinguistic and sociopolitical considerations / Ofelia Garcia -- The case for increasing emphasis on vocabulary instructions in the early years / Susan B. Neuman and Tanya S. Wright -- Social and affective factors in children with language impairment : implications for literacy learning / Bonnie Brinton and Martin Fujiki -- Fostering children's emergent literacy development : the role of family practices / Christina Yeager Pelatti, Laua M. Justice, Jill M. Pentimonti, and Mary Beth Schmitt -- Language variation and literacy learning : the case of African American English / Julie A. Washington, Nicole Patton Terry, and Mark S. Seidenberg -- Phonological processing deficits and literacy learning : current evidence and future directions / Gary A. Troia -- Individual differences in word learning and reading ability / Suzanne M. Adlof and Charles A. Perfetti -- Morphemes matter : how morphological knowledge contributes to reading and writing / Joan F. Carlisle and Amanda P. Goodwin -- Syntactic contributions to literacy learning / Cheryl M. Scott and Nicole M. Koonce -- The linguistic challenges of learning across academic disciplines / Zhihui Fang, Mary J. Schleppegrell, and Jason Moore -- Perspective-taking and reading comprehension of narratives : lessons learned from "The Bean" / Mavis L. Donahue -- A language perspective on executive functioning, metacognition, and self-regulation in reading / Carol E. Westby -- Bilingual children with language learning disabilities : convergence in conceptual, linguistic, and cultural circles of knowledge / Maria Brea-Spahn -- Developmental variation in reading words / Linnea C. Ehri, Cláudia Cardoso-Martins, and Julia M. Caroll -- Word recognition assessment frameworks / Froma P. Roth -- Teaching students with reading disability to read words / Rollanda E. O'Connor and Sean J. Davidson -- Difficulties with reading comprehension / Nell K. Duke, Kelly B. Cartwright, and Katherine R. Hilden -- Assessment of reading comprehension / Janice M. Keenan -- The spoken-written comprehension connection : constructive intervention strategies / Geraldine P. Wallach, Stephen Charlton, and Julie Christie Bartholomew -- Developmental variations in the production of written text : challenges for students who struggle with writing / Julie E. Dockrell -- Classroom-based writing assessment / Nickola Wolf Nelson -- Learning and instruction in writing / Gert Rijlaarsdam, Tanja Janssen, Martine Braaksma, Elke Van Steendam, Kris Van den Branden, Michel Couzijn, and Lieve Verheyden -- Spelling development and disability in English / Derrick C. Bourassa and Rebecca Treiman -- Spelling assessment frameworks / Julie J. Masterson and Kenn Apel -- Spelling instructional and intervention frameworks / Julie A. Wolter and Katie Squires -- Adolescents who struggle and 21st century literacy / Barbara J. Ehren, B. Keith Ben Hanania Lenz, and Donald D. Deshler -- Response to Intervention for teaching and learning in language and literacy / Karen K. Wixson, Marjorie Y. Lipson, and Sheila W. Valencia -- English language learners : instructional practices to promote literacy development / Lucinda Soltero-Gonźalez, Janette K. Klingner, and Edilberto Cano-Rodríquez. |
| Abstract |
An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical. Leading authorities address the impact of specific language-related processes on K-12 literacy learning, with attention to cognitive, neurobiological, sociocultural, and instructional issues. Approaches to achieving optimal learning outcomes with diverse students are reviewed. The volume presents research-based practices for assessing student needs and providing effective instruction in all aspects of literacy. |
