Handbook of Language and Literacy
Development and Disorders
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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.
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
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
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
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
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
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
C. Addison Stone, PhD, is Professor Emeritus in the School of Education at the University of Michigan. He served previously as Professor and Head of the Learning Disabilities Program in the Department of Communication Sciences and Disorders at Northwestern University. Dr. Stone's research interests center on the social contexts of typical and atypical language, cognitive, and social development, with a particular interest in children with learning disabilities and language disorders.
Elaine R. Silliman, PhD, CCC-SLP, is Professor Emeritus of Communication Sciences and Disorders and Courtesy Professor of Psychology at the University of South Florida. She is a Fellow of the American Speech-Language-Hearing Association (ASHA) and the International Academy for Research in Learning Disabilities (IARLD). Dr. Silliman's research focuses on academic language proficiency in children and adolescents who are struggling with reading, writing, and spelling, including monolingual English-speaking children with social dialect variations and bilingual (Spanish-English) children.
Barbara J. Ehren, EdD, CCC-SLP, is Professor and Chair of Communication Sciences and Disorders at the University of Central Florida, where she directs the doctoral program that focuses on language and literacy for learners who struggle. She is a Fellow of the ASHA and the IARLD, and is a Board Recognized Specialist in Child Language. Dr. Ehren's research focuses on adolescent literacy, with a special interest in schoolwide initiatives, including RTI.
Geraldine P. Wallach, PhD, CCC-SLP, is Professor and the Clinic Director in the Department of Communicative Disorders at California State University, Long Beach. An ASHA Fellow, she has received Outstanding Achievement Awards from the Massachusetts and California Speech-Language-Hearing Associations. Dr. Wallach has published and presented widely on language learning disabilities.
"This second edition of the Handbook of Language and Literacy is a timely follow-up to the well-received first edition. The contributors provide a welcome balance of researchers and practitioners. The book integrates theoretical and practical issues in both spoken and written language and their relationships to literacy learning, including second-language learning. Covering both typical development and disorders in the same handbook makes this an ideal text for programs in general and special education; language sciences; and psychology. My graduate students lit up with enthusiasm when I shared this volume with them."--Virginia W. Berninger, PhD, Department of Educational Psychology, University of Washington"A rerun is rarely better than the first run, but the second edition of the Handbook of Language and Literacy surpasses a very good first showing by a country mile. I appreciate the comprehensive coverage provided by the contributing authors, especially their attention to new topics such as digital literacy, RTI, interdisciplinary literacy, and ELL instruction."--Steve Graham, EdD, Warner Professor, Mary Lou Fulton Teachers College, Arizona State University-_x000D_This handbook provides an extensive resource in all aspects of typical and atypical literacy development....Practitioners, researchers, and students in the fields of language science and disorders, literacy, speech/n-/language pathology, special education, and educational psychology especially will benefit from the comprehensive examination of how language-related processes integrate with literacy instruction....Covers all aspects of literacy....It would be of great value to college and university departments and reference sections. (on the first edition)--Education Libraries, 12/1/2004ƒƒ_x000D_Challenges the literacy community to rethink the meaning of difference, particularly as it relates to students' language and literacy acquisition in U.S. public schools....Provides insights into the politics of difference [and] helps us to recast our vision of effective instruction for atypical language and literacy learners....The Handbook has important messages for literacy teacher educators. (on the first edition)--Reading Research Quarterly, 4/1/2006
"The volume provides an exceptionally broad and thorough review of current research concerning the theoretical, methodological, and service delivery issues involved in treating individuals with language and literacy challenges. The impressive group of contributors represents the wide range of disciplines with interest in these individuals. The editors have produced a seminal reference that will be indispensable for professionals in the field."--Alan Kamhi, PhD, Department of Communication Sciences and Disorders, University of North Carolina at Greensboro
"A state-of-the-art resource for educators who recognize the power and potential of an interdisciplinary approach to language development and literacy learning, this handbook has been a trusted source since its original publication. Cutting-edge topics in the second edition include digital literacy, disciplinary literacy, RTI, and second-language acquisition, all carefully contextualized for 21st-century educators and learners. This is an important text for graduate-level education courses and a 'must' for the preparation of reading specialists, reading teachers, and literacy coaches. Understanding the critical relationship between language and literacy is the only path to effective reading instruction and intervention."--Barbara A. Marinak, PhD, School of Education and Human Services, Mount St. Mary's University