Handbook of Language and Literacy
Development and Disorders
1st Edition
Published on 12. January 2006
Book
Paperback/Softback
733 pages
978-1-59385-286-3 (ISBN)
Description
Much has been learned in recent years about the close connections among language and literacy processes, both typical and atypical. Filling a significant gap in the literature, this comprehensive volume brings together leading authorities in communication sciences and disorders, learning disabilities, and literacy education to present current knowledge in this area. Reviewed are the latest advances in theory, research, and practice in language and literacy development, including the impact of specific language-related processes on literacy learning and ways to achieve optimal learning outcomes with diverse students.
Reviews / Votes
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, Department of Special Education, University of MarylandFor 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, 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, Communication Disorders and Sciences Program, San Jose State University
More details
Series
Language
English
Place of publication
New York
United States
Target group
College/higher education
Professional and scholarly
Postgraduate and Professional
Dimensions
Height: 246 mm
Width: 174 mm
Weight
1286 gr
ISBN-13
978-1-59385-286-3 (9781593852863)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
C. Addison Stone | Elaine R. Silliman | Barbara J. Ehren
Handbook of Language and Literacy, Second Edition
Development and Disorders
Book
06/2016
2nd Edition
Guilford Press
€70.00
Shipment within 15-20 days
Additional editions
C. Addison Stone | Elaine R. Silliman | Barbara J. Ehren
Handbook of Language and Literacy
Development and Disorders
Book
06/2004
1st Edition
Guilford Publications
€93.03
Article exhausted; check for reprint
Persons
C. Addison Stone, PhD, University of Michigan
Elaine R. Silliman, PhD, CCC-SLP, University of South Florida
Barbara J. Ehren, EdD, CCC-SLP, University of Kansas
Kenn Apel, PhD, CCC-SLP, Florida State University
Elaine R. Silliman, PhD, CCC-SLP, University of South Florida
Barbara J. Ehren, EdD, CCC-SLP, University of Kansas
Kenn Apel, PhD, CCC-SLP, Florida State University
Content
Part 1. Theoretical and Methodological Issues in the Study of Language and Literacy Disorders. Stone, Contemporary Approaches to the Study of Language and Literacy Development: A Call for the Integration of Perspectives. Gilger, Wise, Genetic Correlates of Language and Literacy Impairments. Mody, Neurobiological Correlates of Language and Reading Impairments. Meschyan, Hernandez, Cognitive Factors in Second-Language Acquisition and Literacy Learning: A Theoretical Proposal and Call for Research. Speece, Cooper, Methodological Issues in Research on Language and Early Literacy from the Perspective of Early Identification and Instruction. Part 2. The Political and Social Contexts of Language and Literacy Acquisition. Silliman, Wilkinson, Brea-Spahn, Policy and Practice Imperatives for Language and Literacy Learning: Who Will Be Left Behind? Brinton, Fujiki, Social and Affective Factors in Children with Language Impairment: Implications for Literacy Learning. Wasik, Hendrickson, Family Literacy Practices. van Kleeck, Fostering Preliteracy Development via Storybook-Sharing Interactions: The Cultural Context of Mainstream Family Practices. Dickinson, McCabe, Clark-Chiarelli, Preschool-Based Prevention of Reading Disability: Realities versus Possibilities. Craig, Washington, Language Variation and Literacy Learning. Zecker, Learning to Read and Write in Two Languages: The Development of Early Biliteracy Abilities. Part 3. Language Processes Underlying Atypical Literacy Learning: Complementary Perspectives. Troia, Phonological Processing and Its Influence on Literacy Learning. McGregor, Developmental Dependencies between Lexical Semantics and Reading. Carlisle, Morphological Processes that Influence Learning to Read. Scott, Syntactic Contributions to Literacy Learning. Donahue, Foster, Social Cognition, Conversation, and Reading Comprehension: How to Read a Comedy of Manners. Duchan, The Foundational Role of Schemas in Children's Language and Literacy Learning.Westby, A Language Perspective on Executive Functioning, Metacognition, and Self-Regulation in Reading. Part 4. Addressing the Needs of Individuals with Language and Literacy Challenges. Word Recognition. Ehri, Snowling, Developmental Variation in Word Recognition. Roth, Word-Recognition Assessment Frameworks. O'Connor, Bell, Teaching Students with Reading Disability to Read Words. Reading Comprehension. Duke, Pressley, Hilden, Difficulties with Reading Comprehension. Carlisle, Rice, Assessment of Reading Comprehension. Vaughn, Klingner, Teaching Reading Comprehension to Students with Learning Disabilities. Writing Composition. Singer, Bashir, Developmental Variations in Writing Composition Skills. Calfee, Wilson, A Classroom-Based Writing Assessment Framework. Wong, Berninger, Cognitive Processes of Teachers in Implementing Composition Research in Elementary, Middle, and High School Classrooms. Spelling. Cassar, Treiman, Developmental Variations in Spelling: Comparing Typical and Poor Spellers. Apel, Masterson, Niessen, Spelling Assessment Frameworks. Bailet, Spelling Instructional and Intervention Frameworks. Special Considerations with Adolescents/Young Adults. Ehren, Lenz, Deshler, Enhancing Literacy Proficiency with Adolescents and Young Adults.