Handbook of language and literacy : development and disorders
- edited by C. Addison Stone, Elaine R. Silliman, Barbara J. Ehren, Geraldine P. Wallach.
- Second edition.
- New York : Guilford Press, 
- Physical description
- xx, 715 pages : illustrations ; 26 cm
At the library
Education Library (Cubberley)
|LC149 .H27 2014||Unknown|
- Stone, C. Addison.
- Includes bibliographical references and indexes.
- I. Theoretical and Methodological Issues in the Study of Language and Literacy Disorders.
- 1. Learned & Stone, Atypical Language and Literacy Development: Toward an Integrative Framework.
- 2. Gilger, Genetics of Language and Literacy Impairments.
- 3. Mody & Christodoulou, Neurobiological Basis of Language and Reading: Typical and Impaired Processing.
- 4. Peets, Cognitive Processes Underlying Typical and Atypical Second-Language and Literacy Development.
- 5. Moje, In the Service of Questions: From Mixed-Methods to Question-Based Integrative Designs in Social Research. II. The Political and Social Contexts of Language and Literacy Acquisition.
- 6. Siliman & Wilkinson, Policy and Practice Issues for Students at Risk in Language and Literacy Learning: Back to the Future.
- 7. Wyatt-Smith & Kimber, Reframing Literacy for a Screen-Based Age: A Case for Digital Mindsets.
- 8. Garcia, Becoming Bilingual and Biliterate: Sociolinguistic and Sociopolitical Considerations.
- 9. Neuman & Wright, The Case for Increasing Emphasis on Vocabulary Instruction in the Early Years.
- 10. Brinton & Fujiki, Social and Affective Factors in Children with Language Impairment: Implications for Literacy Learning.
- 11. Pelatti, Justice, Pentimonti & Schmitt, Fostering Children's Emergent Literacy Development: The Role of Family Practices.
- 12. Washington, Terry, Seidenberg, Language Variation and Literacy Learning: The Case of African American English. III. Language Processes Underlying Atypical Literacy Learning: Complementary Perspectives.
- 13. Troia, Phonological Processing Deficits and Literacy Learning: Current Evidence and Future Directions.
- 14. Adlof & Perfetti, Individual Differences in Word Learning and Reading Ability.
- 15. Carlisle & Goodwin, Morphemes Matter: How Morphological Knowledge Contributes to Reading and Writing.
- 16. Scott & Koonce, Syntactic Contributions to Literacy Learning.
- 17. Fang, Schleppegrell & Moore, The Linguistic Challenges of Learning across Academic Disciplines.
- 18. Donahue, Perspective-Taking and Reading Comprehension of Narratives: Lessons Learned from The Bean.
- 19. Westby, A Language Perspective on Executive Functioning, Metacognition, and Self-Regulation in Reading.
- 20. Brea-Spahn, Bilingual Children with Language Learning Disabilities: Convergence in Conceptual, Linguistic, and Cultural Circles of Knowledge. IV. Addressing the Needs of Individuals with Language and Literacy Challenges. Word Recognition.
- 21. Ehri, Cardoso-Martins & Carroll, Developmental Variation in Reading Words.
- 22. Roth, Word Recognition Assessment Frameworks.
- 23. O'Connor & Davidson, Teaching Students with Reading Disability to Read Words. Reading Comprehension
- 24. Duke, Cartwright & Hilden, Difficulties with Reading Comprehension.
- 25. Keenan, Assessment of Reading Comprehension.
- 26. Wallach, Charlton & Bartholomew, The Spoken-Written Comprehension Connection: Constructive Intervention Strategies. Writing Composition.
- 27. Dockrell, Developmental Variations in the Production of Written Text: Challenges for Students Who Struggle with Writing.
- 28. Nelson, Classroom-Based Writing Assessment.
- 29. Rijlaarsdam, Janssen, Braaksma, Steendam, Branden, Couzijn & Verheyden, Learning and Instruction in Writing. Spelling.
- 30. Bourassa & Treiman, Spelling Development and Disability in English.
- 31. Masterson & Apel, Spelling Assessment Frameworks.
- 32. Wolter & Squires, Spelling: Instructional and Intervention Frameworks. Special Considerations.
- 33. Ehren, Lenz & Deshler, Adolescents Who Struggle and 21st-Century Literacy.
- 34. Wixson, Lipson & Valencia, Response to Intervention for Teaching and Learning in Language and Literacy.
- 35. Soltero-Gonzalez, Klingner & Cano-Rodriquez, English Language Learners: Instructional Practices to Promote Literacy Development.
- (source: Nielsen Book Data)
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.
(source: Nielsen Book Data)
- Publication date
- Title Variation
- Language and literacy
- Handbook of language & literacy
- 9781462511853 (hardcover)
- 1462511856 (hardcover)
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