Language and Literacy Learning in Schools

by Silliman, Elaine R.; Wilkinson, Louise C.

• ISBN13: 9781593850654
• ISBN10: 1593850654
• Format: Hardcover
• Copyright: 2004-10-18
• Publisher: The Guilford Press

Summary

Accessible and user-friendly, this volume presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention. Identified are models for effective collaboration among speech-language pathologists, general and special educators, and reading specialists, in the contexts of No Child Left Behind and the Individuals with Disabilities Education Act. Chapters cover a range of approaches to targeting core areas of literacy--word recognition, reading comprehension, writing, and spelling. Particular attention is given to meeting the learning needs of children most at risk for being "left behind," including those with language learning difficulties. Throughout, case examples and practice recommendations enhance the utility of the volume as a professional resource and text.

Author Biography

Elaine R. Silliman, PhD, CCC-SLP, Professor of Communication Sciences and Disorders and Cognitive and Neural Sciences at the University of South Florida, is a Fellow of the American Speech/n-/Language/n-/Hearing Association (ASHA) and the International Academy for Research on Learning Disabilities, and received the Distinguished Alumni Award from the Graduate Center of CUNY. A past Editor of the ASHA journal [i]Language, Speech, and Hearing Services in Schools[/i], she was elected to the first Specialty Board on Child Language. Her research and publications focus on language learning disabilities and the language basis of literacy in children struggling with reading, writing, and spelling, including bilingual children and those with social dialect variations. She is coauthor or coeditor of three previous books, including the [i]Handbook of Language and Literacy[/i].

Louise C. Wilkinson, EdD, is Dean of the School of Education and Distinguished Professor of Education, Psychology, and Communication Sciences at Syracuse University. The author or editor of more than 125 publications in language and literacy, she has served on the boards of major literacy, language, and education journals and of the National Reading Research Center, and is a Fellow of the American Psychological Association, the American Psychological Society, and the American Association of Applied and Preventative Psychology. Among her many professional leadership activities nationally and internationally, Dr. Wilkinson has chaired national review panels for the U.S. Department of Education and the National Science Foundation. She currently chairs the Urban Deans' Network of the International Reading Association.

Table of Contents

Part I. Challenges and Choices in the New Educational Landscape
Collaboration for Language and Literacy Learning: Three Challenges	3	(36)
Elaine R. Silliman
Louise C. Wilkinson
Collaborative Models of Instruction and Intervention: Choices, Decisions, and Implementation	39	(24)
Geraldine P. Wallach
Barbara J. Ehren
Part II. Word Recognition and Reading Comprehension: Perspectives on Instructional and Intervention Practices
Language and Discourse Contributions to Word Recognition and Text Interpretation: Implications of a Dynamic Systems Perspective	63	(35)
Ronald B. Gillam
Brenda K. Gorman
Building Word Recognition Skills through Empirically Validated Instructional Practices: Collaborative Efforts of Speech-Language Pathologists and Teachers	98	(32)
Gary A. Troia
Reading Comprehension Instruction for All Students	130	(21)
Christina Pennington Whitaker
Linda B. Gambrell
Lesley Mandel Morrow
Toward More Ambitious Comprehension Instruction	151	(24)
Michael Pressley
Katherine Hilden
Integration of Language and Discourse Components with Reading Comprehension: It's All About Relationships	175	(26)
Mavis L. Donahue
Sharon K. Foster
Part III. Writing and Spelling: Perspectives on Instructional and Intervention Practices
The Role of Dialogue in Constructing Effective Literacy Settings for Students with Language and Learning Disabilities	201	(38)
Carol Sue Englert
Kailonnie Dunsmore
EmPOWER: A Strategy for Teaching Students with Language Learning Disabilities How to Write Expository Text	239	(34)
Bonnie D. Singer
Anthony S. Bashir
Instructional Approaches to Spelling: The Window on Students' Word Knowledge in Reading and Writing	273	(19)
Shane Templeton
Integration of Language Components in Spelling: Instruction That Maximizes Students' Learning	292	(27)
Kenn Apel
Julie J. Masterson
Pam Hart
Part IV. Integrating Education and Clinical Practices
Putting Humpty Dumpty Together Again: What's Right with Betsy	319	(38)
Elaine R. Silliman
Louise C. Wilkinson
Robin L. Danzak
Index	357