An edition of Handbook of Language and Literacy Second Edition Development and Disorders (2014)

Handbook of Language and Literacy Second Edition

Development and Disorders

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Cover of: Handbook of Language and Literacy Second Edition by C. Addison Stone, Elaine R. Silliman, Barbara J. Ehren, Geraldine P. Wallach
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An edition of Handbook of Language and Literacy Second Edition Development and Disorders (2014)

Handbook of Language and Literacy Second Edition

Development and Disorders

by , , , and

  • 1 Want to read

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.

Publish Date
Publisher
Guilford Press
Language
English
Pages
715

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Previews available in: English

Subjects

Special education, Language disorders, Language acquisition
Edition Availability
Cover of: Handbook of Language and Literacy Second Edition
Handbook of Language and Literacy Second Edition: Development and Disorders
2014, Guilford Press
in English

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Book Details

Table of Contents

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

Edition Notes

Published in
New York

Classifications

Library of Congress
LC149, LC149 .H27 2014

Edition Identifiers

Open Library
OL25441182M
ISBN 13
9781462511853
LCCN
2013004792
OCLC/WorldCat
829445892

Work Identifiers

Work ID
OL16815084W

Source records

marc_openlibraries_sanfranciscopubliclibrary MARC record
Better World Books record
Library of Congress MARC record
marc_nuls MARC record
Internet Archive item record
Harvard University record
Harvard University record

Work 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.

New to This Edition
Chapters on digital literacy, disciplinary literacy, and integrative research designs.
Chapters on bilingualism, response to intervention, and English language learners.
Incorporates nearly a decade's worth of empirical and theoretical advances.
Numerous prior edition chapters have been completely rewritten.

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History

Download catalog record: RDF / JSON / OPDS | Wikipedia citation
May 11, 2025 Edited by MARC Bot import existing book
September 25, 2024 Edited by MARC Bot import existing book
June 3, 2023 Edited by ImportBot import existing book
March 7, 2023 Edited by MARC Bot import existing book
April 7, 2014 Created by Nancy McGuire Added new book.