Handbook of Language and Literacy  Second Edition
Subtitle: Development and Disorders
Publisher: Guilford Press
Published: 2014
Place of publication: New York
Language: eng
Number of pages: 715
ISBN-13: 9781462511853
Description: 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: word recognition, reading comprehension, writing, and spelling.
Table of contents: title: I. Theoretical and Methodological Issues in the Study of Language and Literacy Disorders; title: 1. Atypical Language and Literacy Development: Toward an Integrative Framework, C. Addison Stone and Julie E. Learned; title: 2. Genetics of Language and Literacy Impairments, Jeffrey W. Gilger; title: 3. Neurobiological Basis of Language and Reading: Typical and Impaired Processing, Maria Mody and Joanna A. Christodoulou; title: 4. Cognitive Processes Underlying Typical and Atypical Second-Language and Literacy Development, Kathleen F. Peets; title: 5. In the Service of Questions: From Mixed-Methods to Question-Based Integrative Designs in Social Research, Elizabeth Birr Moje; title: II. The Political and Social Contexts of Language and Literacy Acquisition; title: 6. Policy and Practice Issues for Students at Risk in Language and Literacy Learning: Back to the Future, Elaine R. Silliman and Louise C. Wilkinson; title: 7. Reframing Literacy for a Screen-Based Age: A Case for Digital Mindsets, Claire Wyatt-Smith and Kay Kimber; title: 8. Becoming Bilingual and Biliterate: Sociolinguistic and Sociopolitical Considerations, Ofelia García; title: 9. The Case for Increasing Emphasis on Vocabulary Instruction in the Early Years, Susan B. Neuman and Tanya S. Wright; title: 10. Social and Affective Factors in Children with Language Impairment: Implications for Literacy Learning, Bonnie Brinton and Martin Fujiki; title: 11. Fostering Children’s Emergent Literacy Development: The Role of Family Practices, Christina Yeager Pelatti, Laura M. Justice, Jill M. Pentimonti, and Mary Beth Schmitt; title: 12. Language Variation and Literacy Learning: The Case of African American English, Julie A. Washington, Nicole Patton Terry, and Mark S. Seidenberg; title: III. Language Processes Underlying Atypical Literacy Learning: Complementary Perspectives; title: 13. Phonological Processing Deficits and Literacy Learning: Current Evidence and Future Directions, Gary A. Troia; title: 14. Individual Differences in Word Learning and Reading Ability, Suzanne M. Adlof and Charles A. Perfetti; title: 15. Morphemes Matter: How Morphological Knowledge Contributes to Reading and Writing, Joanne F. Carlisle and Amanda P. Goodwin; title: 16. Syntactic Contributions to Literacy Learning, Cheryl M. Scott and Nicole M. Koonce; title: 17. The Linguistic Challenges of Learning across Academic Disciplines, Zhihui Fang, Mary J. Schleppegrell, and Jason Moore; title: 18. Perspective-Taking and Reading Comprehension of Narratives: Lessons Learned from The Bean, Mavis L. Donahue; title: 19. A Language Perspective on Executive Functioning, Metacognition, and Self-Regulation in Reading, Carol E. Westby; title: 20. Bilingual Children with Language Learning Disabilities: Convergence in Conceptual, Linguistic, and Cultural Circles of Knowledge, María Brea-Spahn; title: IV. Addressing the Needs of Individuals with Language and Literacy Challenges; title: Word Recognition; title: 21. Developmental Variation in Reading Words, Linnea C. Ehri, Cláudia Cardoso-Martins, and Julia M. Carroll; title: 22. Word Recognition Assessment Frameworks, Froma P. Roth; title: 23. Teaching Students with Reading Disability to Read Words, Rollanda E. O’Connor and Sean J. Davidson; title: Reading Comprehension; title: 24. Difficulties with Reading Comprehension, Nell K. Duke, Kelly B. Cartwright, and Katherine R. Hilden; title: 25. Assessment of Reading Comprehension, Janice M. Keenan; title: 26. The Spoken-Written Comprehension Connection: Constructive Intervention Strategies, Geraldine P. Wallach, Stephen Charlton, and Julie Christie Bartholomew; title: Writing Composition; title: 27. Developmental Variations in the Production of Written Text: Challenges for Students Who Struggle with Writing, Julie E. Dockrell; title: 28. Classroom-Based Writing Assessment, Nickola Wolf Nelson; title: 29. Learning and Instruction in Writing, Gert Rijlaarsdam, Tanja Janssen, Martine Braaksma, Elke Van Steendam, Kris Van den Branden, Michel Couzijn, and Lieve Verheyden; title: Spelling; title: 30. Spelling Development and Disability in English, Derrick C. Bourassa, and Rebecca Treiman; title: 31. Spelling Assessment Frameworks, Julie J. Masterson and Kenn Apel; title: 32. Spelling: Instructional and Intervention Frameworks, Julie A. Wolter and Katie Squires; title: Special Considerations; title: 33. Adolescents Who Struggle and 21st-Century Literacy, Barbara J. Ehren, B. Keith Ben Hanania Lenz, and Donald D. Deshler; title: 34. Response to Intervention for Teaching and Learning in Language and Literacy, Karen K. Wixson, Marjorie Y. Lipson, and Sheila W. Valencia; title: 35. English Language Learners: Instructional Practices to Promote Literacy Development, Lucinda Soltero-González, Janette K. Klingner, and Edilberto Cano-Rodríquez