Handbook of Language and Literacy, First Edition Development and Disorders

by Stone, C. Addison; Silliman, Elaine R.; Ehren, Barbara J.; Apel, Kenn

• ISBN13: 9781593850050
• ISBN10: 1593850050
• Edition: 1st
• Format: Hardcover
• Copyright: 2004-05-04
• Publisher: The Guilford Press

Summary

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

Author Biography

C. Addison Stone, PhD, is Professor 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 is 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 and Chair of the Department of Communicative Disorders and Sciences at Wichita State University and a Fellow of the American Speech/n-/Language/n-/Hearing Association. His research and teaching interests are in typical and atypical language/n-/literacy development, with a specific focus on reading and spelling.

Table of Contents

I. THEORETICAL AND METHODOLOGICAL ISSUES IN THE STUDY OF LANGUAGE AND LITERACY DISORDERS
Introduction	1	(94)
1. Contemporary Approaches to the Study of Language and Literacy Development: A Call for the Integration of Perspectives	3	(22)
C. Addison Stone
2. Genetic Correlates of Language and Literacy Impairments	25	(24)
Jeffrey W. Gilger and Susan E. Wise
3. Neurobiological Correlates of Language and Reading Impairments	49	(24)
Maria Mody
4. Cognitive Factors in Second-Language Acquisition and Literacy Learning: A Theoretical Proposal and Call for Research	73	(9)
Gayane Meschyan and Arturo E. Hernandez
5. Methodological Issues in Research on Language and Early Literacy from the Perspective of Early Identification and Instruction	82	(13)
Deborah L. Speece and David H. Cooper
II. THE POLITICAL AND SOCIAL CONTEXTS OF LANGUAGE AND LITERACY ACQUISITION
Introduction	95	(114)
6. Policy and Practice Imperatives for Language and Literacy Learning: Who Will Be Left Behind?	97	(33)
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	130	(24)
Bonnie Brinton and Martin Fujiki
8. Family Literacy Practices	154	(21)
Barbara Hanna Wasik and Jennifer S. Hendrickson
9. Fostering Preliteracy Development via Storybook-Sharing Interactions: The Cultural Context of Mainstream Family Practices	175	(34)
Anne van Kleeck
10. Preschool-Based Prevention of Reading Disability: Realities versus Possibilities	209	(19)
David K. Dickinson, Allyssa McCabe, and Nancy Clark-Chiarelli
11. Language Variation and Literacy Learning	228	(20)
Holly K. Craig and Julie A. Washington
12. Learning to Read and Write in Two Languages: The Development of Early Biliteracy Abilities	248	(19)
Liliana Barro Zecker
III. LANGUAGE PROCESSES UNDERLYING ATYPICAL LITERACY LEARNING: COMPLEMENTARY PERSPECTIVES
Introduction	267	(4)
13. Phonological Processing and Its Influence on Literacy Learning	271	(31)
Gary A. Troia
14. Developmental Dependencies between Lexical Semantics and Reading	302	(16)
Karla K. McGregor
15. Morphological Processes That Influence Learning to Read	318	(22)
Joanne F. Carlisle
16. Syntactic Contributions to Literacy Learning	340	(23)
Cheryl M. Scott
17. Social Cognition, Conversation, and Reading Comprehension: How to Read a Comedy of Manners	363	(17)
Mavis L. Donahue and Sharon K. Foster
18. The Foundational Role of Schemas in Children's Language and Literacy Learning	380	(18)
Judith Felson Duchan
19. A Language Perspective on Executive Functioning, Metacognition, and Self-Regulation in Reading	398	(31)
Carol Westby
IV. ADDRESSING THE NEEDS OF INDIVIDUALS WITH LANGUAGE AND LITERACY CHALLENGES
Introduction	429	(4)
WORD RECOGNITION
20. Developmental Variation in Word Recognition	433	(28)
Linnea C. Ehri and Margaret J. Snowling
21. Word Recognition Assessment Frameworks	461	(20)
Froma P. Roth
22. Teaching Students with Reading Disability to Read Words	481	(20)
Rollanda E. O'Connor and Kathryn M. Bell
READING COMPREHENSION
23. Difficulties with Reading Comprehension	501	(20)
Nell K. Duke, Michael Pressley, and Katherine Hilden
24. Assessment of Reading Comprehension	521	(20)
Joanne F. Carlisle and Melinda S. Rice
25. Teaching Reading Comprehension to Students with Learning Disabilities	541	(18)
Sharon Vaughn and Janette Klingner
WRITING COMPOSITION
26. Developmental Variations in Writing Composition Skills	559	(24)
Bonnie D. Singer and Anthony S. Bashir
27. A Classroom-Based Writing Assessment Framework	583	(17)
Robert C. Calfee and Kathleen M. Wilson
28. Cognitive Processes of Teachers in Implementing Composition Research in Elementary, Middle, and High School Classrooms	600	(27)
Bernice Y.L. Wong and Virginia W. Berninger
SPELLING
29. Developmental Variations in Spelling: Comparing Typical and Poor Spellers	627	(17)
Marie Cassar and Rebecca Treiman
30. Spelling Assessment Frameworks	644	(17)
Kenn Apel, Julie J. Masterson, and Nicole L. Niessen
31. Spelling Instructional and Intervention Frameworks	661	(20)
Laura L. Bailet
SPECIAL CONSIDERATIONS WITH ADOLESCENTS AND YOUNG ADULTS
32. Enhancing Literacy Proficiency with Adolescents and Young Adults	681	(22)
Barbara J. Ehren, B. Keith Lenz, and Donald D. Deshler
Author Index	703	(19)
Subject Index	722