Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems
Implications for Assessment and Instruction
1st Edition
Published on 10. July 2014
385 pages
978-0-19-982729-9 (ISBN)
Description
Writing is challenging for the majority of learners. For students with language problems, difficulties with written expression are considered one of the most common learning challenges. There is much to learn about the ways in which oral language skills impact on the acquisition of written language in children. Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems focuses on the nature of the writing problems experienced by children with oral language problems. Three clinical groups are considered: children with hearing loss, oral language difficulties, and dyslexia. Each contribution comes from an expert or team of experts in these three areas and in the field of language and writing. The volume provides current understandings to help guide and support practitioners and researchers alike. It provides timely information across languages and countries, enhancing our understanding of the links between oral language and written language across languages.
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Barbara Arfe | Julie Dockrell | Virginia Berninger
Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems
Implications for Assessment and Instruction
Book
08/2014
Oxford University Press Inc
€125.50
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Persons
Barbara Arfé is Researcher and Professor of Developmental and Educational Psychology at the University of Padova. Her main research interest is the nature and causes of reading and writing problems in children with hearing loss. On these topics she is currently running national and international research projects.
Virginia Wise Berninger is Professor of Learning Sciences and Human Development at the University of Washington, where she is Principal Investigator and Director of the NICHD-funded Multidisciplinary Learning Disabilities Research Center that studies oral and written language learners (OWLs) with and without dysgraphia, dyslexia, and OWL LD.
Julie Dockrell is Professor of Psychology and Special Needs at the Institute Of Education, London, and a qualified clinical and educational psychologist. She continues to do work in schools and collaborate with voluntary agencies supporting children's language and writing development. Her major research interests are in patterns of development and the ways in which cognitive factors impact on children's learning, interaction and attainments. She was co-director of the Better Communication Research Programme, the largest UK study on language and communication needs.
Content
Foreword
Introduction
Part 1
Introduction: Models and Perspectives on Writing Development: Implications for Assessment and Instruction
Chapter 1. Cognitive Processes in Writing: A Framework
John R. Hayes and Virginia Berninger
Chapter 2. Linguistic Perspectives on Writing Development
Ruth Berman
Chapter 3. Two Metaphors for Writing Research and Their Implications for Writing Instruction
Pietro Boscolo
Part 2
The impact of oral language skills on written text production
Chapter 4. Spelling in Deaf Children with Cochlear Implants: Implications for Instruction
Heather Hayes, Rebecca Treiman, and Ann E. Geers
Chapter 5. Spelling Acquisition in French Children with Cochlear Implants: A Case-Study Investigation
Sophie Bouton and Pascale Colé
Chapter 6. Spelling Abilities in Hebrew-Speaking Children with Hearing Loss
Ronit Levie, Dorit Ravid, Tal Freud and Tova Most
Chapter 7. The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss
Barbara Arfe, Federica Nicolini, and Elena Pozzebon
Chapter 8. Composing Academic Essays: Using Dictation and Technology to Improve Fluency
John Albertini, Michael Stinson, and Argiroula Zangana
Chapter 9. Examining Early Spelling and Writing Skills: A Comparative Analysis of Kindergarteners with Speech and Oral Language Impairments and Their Typically Developing Peers
Cynthia S. Puranik, Stephanie Al Otaiba, and Feifei Ye
Chapter 10. Morphological Awareness and Spelling Difficulties in French-Speaking Children
Monique Sénéchal
Chapter 11. Writing Abilities of Pre-Adolescents with and without Oral language/Learning Impairment in Restructuring an Informative Text
Orna Davidi and Ruth A. Berman
Chapter 12. Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities: New Directions in Constructing Individual Profiles
Robin L. Danzak and Elaine R. Silliman
Chapter 13. Written Narratives from French and English Speaking Children with Language Impairment
Judy S. Reilly, Josie Bernicot, Thierry Olive, Joël Uzé, Beverly Wulfeck, Monik Favart, Mark Appelbaum
Children with Dyslexia
Chapter 14. A Review of Dyslexia and Expressive Writing in English
Emma Sumner, Vincent Connelly, and Anna L. Barnett
Chapter 15. Written Spelling in French Children with Dyslexia
Séverine Casalis
Chapter 16. Written Spelling in Spanish- Speaking Children with Dyslexia
Francisca Serrano and Sylvia Defior
Chapter 17. The Writing Development of Brazilian children with Dyslexia: An Evidence-Based Clinical Approach
Jane Correa
Chapter 18. Expressive Writing in Swedish 15-year-olds with Reading and Writing Difficulties
Åsa Wengelin, Roger Johansson and Victoria Johansson
Chapter 19. Improving Expressive Writing in Learning Disabled Children: The Effects of a Training Focused on Revision
Martina Pedron, Anna Maria Re, Chiara Mirandola, and Cesare Cornoldi
Part 3
Linking Research to Practice in Oral and Written Language Assessment and Intervention
Chapter 20. Integrating Language Assessment, Instruction, and Intervention in an Inclusive Writing Lab Approach
Nickola Wolf Nelson
Chapter 21. Integrating Oral and Written Language into a New Practice Model: Perspectives of an Oral Language Researcher and Practitioner
Elaine R. Silliman
Chapter 22. Integrating Writing and Oral Language Disorders in Assessment: Perspectives of a Writing Researcher
Vincent Connelly
Chapter 23. The Role of Oral Language in Developing Written Language Skills: Questions for European Pedagogy?
Julie Dockrell and Barbara Arfé
Bridging Research and Practice: Conclusions
