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Handbook of Language and Literacy - C. Addison Stone, Elaine R. Silliman, Barbar

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Item condition:
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£56.29
 
 
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Roma, Italy
 
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Item specifics

Condition:
New: A new, unread, unused book in perfect condition with no missing or damaged pages. See the seller's ... Read moreabout the condition
Subject:

Social Sciences

ISBN:

9781462511853

Subject 2:

Education & Teaching

Date of Publication:

2013

Publication Year:

28/11/2013

Edizione:

2nd Revised edition

Format:

Hardback

Publisher:

Guilford Publications

Language:

English

EAN:

9781462511853

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Detailed item information

Key Features
PublisherGuilford Publications
Date of Publication28/11/2013
Language(s)English
FormatHardback
ISBN-101462511856
ISBN-139781462511853
GenreEducation & Teaching

Publication Data
Place of PublicationNew York
Country of PublicationUnited States
ImprintGuilford Publications
Content Notecolour tables, figures

Dimensions
Weight1279 g
Width178 mm
Height254 mm
Spine41 mm
Pagination715

Credits
Edited byBarbara J. Ehren, C. Addison Stone, Elaine R. Silliman, Geraldine P. Wallach

Editorial Details
Edition Statement2nd Revised edition

Description
Table Of ContentsI. 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.
Author BiographyC. 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.

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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.

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