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

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

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New: A new, unread, unused book in perfect condition with no missing or damaged pages. See the seller's ... Read moreabout the condition
Subject: Philosophy & Psychology
Language: English Subject 2: Psychology: Professional & General
ISBN: 9781593852863 Publication Year: 12/01/2006
Date of Publication: 2006 Format: Paperback
Publisher: Guilford Publications Series: Challenges in Language and Literacy
EAN: 9781593852863

Detailed item information

Description
Provides information on the close connections among language and literacy processes, both typical and atypical.

Key Features
PublisherGuilford Publications
Date of Publication12/01/2006
Language(s)English
FormatPaperback
ISBN-10159385286X
ISBN-139781593852863
GenrePsychology: Professional & General
Series TitleChallenges in Language and Literacy

Publication Data
Place of PublicationNew York
Country of PublicationUnited States
ImprintGuilford Publications
Content Noteblack & white illustrations

Dimensions
Weight1286 g
Width174 mm
Height246 mm
Spine38 mm
Pagination733

Credits
Edited byBarbara J. Ehren, C. Addison Stone, Elaine R. Silliman, Kenn Apel

Editorial Details
Format DetailsB-format paperback

Description
Table Of ContentsPart 1. Theoretical and Methodological Issues in the Study of Language and Literacy Disorders. Stone, Contemporary Approaches to the Study of Language and Literacy Development: A Call for the Integration of Perspectives. Gilger, Wise, Genetic Correlates of Language and Literacy Impairments. Mody, Neurobiological Correlates of Language and Reading Impairments. Meschyan, Hernandez, Cognitive Factors in Second-Language Acquisition and Literacy Learning: A Theoretical Proposal and Call for Research. Speece, Cooper, Methodological Issues in Research on Language and Early Literacy from the Perspective of Early Identification and Instruction. Part 2. The Political and Social Contexts of Language and Literacy Acquisition. Silliman, Wilkinson, Brea-Spahn, Policy and Practice Imperatives for Language and Literacy Learning: Who Will Be Left Behind? Brinton, Fujiki, Social and Affective Factors in Children with Language Impairment: Implications for Literacy Learning. Wasik, Hendrickson, Family Literacy Practices. van Kleeck, Fostering Preliteracy Development via Storybook-Sharing Interactions: The Cultural Context of Mainstream Family Practices. Dickinson, McCabe, Clark-Chiarelli, Preschool-Based Prevention of Reading Disability: Realities versus Possibilities. Craig, Washington, Language Variation and Literacy Learning. Zecker, Learning to Read and Write in Two Languages: The Development of Early Biliteracy Abilities. Part 3. Language Processes Underlying Atypical Literacy Learning: Complementary Perspectives. Troia, Phonological Processing and Its Influence on Literacy Learning. McGregor, Developmental Dependencies between Lexical Semantics and Reading. Carlisle, Morphological Processes that Influence Learning to Read. Scott, Syntactic Contributions to Literacy Learning. Donahue, Foster, Social Cognition, Conversation, and Reading Comprehension: How to Read a Comedy of Manners. Duchan, The Foundational Role of Schemas in Children's Language and Literacy Learning.Westby, A Language Perspective on Executive Functioning, Metacognition, and Self-Regulation in Reading. Part 4. Addressing the Needs of Individuals with Language and Literacy Challenges. Word Recognition. Ehri, Snowling, Developmental Variation in Word Recognition. Roth, Word-Recognition Assessment Frameworks. O'Connor, Bell, Teaching Students with Reading Disability to Read Words. Reading Comprehension. Duke, Pressley, Hilden, Difficulties with Reading Comprehension. Carlisle, Rice, Assessment of Reading Comprehension. Vaughn, Klingner, Teaching Reading Comprehension to Students with Learning Disabilities. Writing Composition. Singer, Bashir, Developmental Variations in Writing Composition Skills. Calfee, Wilson, A Classroom-Based Writing Assessment Framework. Wong, Berninger, Cognitive Processes of Teachers in Implementing Composition Research in Elementary, Middle, and High School Classrooms. Spelling. Cassar, Treiman, Developmental Variations in Spelling: Comparing Typical and Poor Spellers. Apel, Masterson, Niessen, Spelling Assessment Frameworks. Bailet, Spelling Instructional and Intervention Frameworks. Special Considerations with Adolescents/Young Adults. Ehren, Lenz, Deshler, Enhancing Literacy Proficiency with Adolescents and Young Adults.
Author BiographyC. Addison Stone, PhD, University of Michigan Elaine R. Silliman, PhD, CCC-SLP, University of South Florida Barbara J. Ehren, EdD, CCC-SLP, University of Kansas Kenn Apel, PhD, CCC-SLP, Florida State University

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Provides information on the close connections among language and literacy processes, both typical and atypical.

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