Synopses & Reviews
This state-of-the-art handbook reviews the latest advances in theory, research, and practice in language and literacy development. The close connections between language and literacy processes-both typical and atypical-are thoroughly explored in chapters from leading authorities in communication sciences and disorders, learning disabilities, and literacy education. The first three sections cover the cognitive and neurological underpinnings of language and literacy development and disorders; the sociocultural contexts of learning, including ways to promote success in students at risk; and how specific language skills are related to successful and unsuccessful literacy acquisition. Building on these foundations, the final section then reviews effective applications for children, adolescents, and young adults with varying language and literacy profiles. Research-based strategies are presented for assessing student needs and providing effective instruction in all aspects of literacy: word recognition, reading comprehension, writing, and spelling.
Review
"This book has it all. Neurology, heredity, cognition, motivation, prevention, assessment, intervention, and policy are just some of the topics covered in this comprehensive guide examining the links between language and literacy learning. This is a 'must-have' book for anyone who is interested in reading and writing development and disorders. As a sourcebook for researchers and a text for graduate-level seminars in literacy, special education, and speech and language, it is without equal."--Steve Graham, EdD, Vanderbilt University
"For graduate students and professionals who maintain currency with reading, language, and literacy research, this book should become the standard reference. Unusual in its scope, it successfully integrates research reviews and topical discussions across the domains of language development, reading development, spelling, and writing, and ties basic research to issues in intervention and instruction. Finally we have one book that weaves together topics in language, cognition, and reading education, and that does so in an evenhanded fashion."--Louisa Moats, EdD, Director of Literacy Research and Professional Development, Sopris West Educational Services, Longmont, Colorado
"This noteworthy handbook represents a great stride toward integrating and reorganizing current knowledge on language and literacy. I am impressed by the volume's content and structure, as well as the superb selection of contributing authors. Comprehensive, multifaceted, and provocative, this is an outstanding contribution for those who recognize the need for interdisciplinary dialogue. It is also an invaluable teaching tool. Faculty members who adopt this text would be well advised to keep a copy for their desk, a copy for their bookshelf, and a 'not-to-be-loaned' copy at home."--Katharine G. Butler, PhD, CCC-SLP, Professor Emerita, Communication Disorders and Sciences Program, San José State University
"This timely volume is a comprehensive and state-of-the art overview of the relationship between spoken and written language. Although professionals concerned with typical and atypical spoken language most often deliver their services in schools, their role in promoting literacy has been less clearly defined. The seasoned scholars who have contributed to this book clarify the close links between oral and written language in a way that has not been done before. The book is well organized and relevant to both researchers and practitioners. Its inclusion of a section on social and political contexts is a particularly welcome and unique contribution. I strongly recommend this book."--Ida J. Stockman, PhD, College of Communication Arts and Sciences, Michigan State University
Review
"A text that 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."--Reading Research Quarterly
Review
"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
"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
"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
Review
"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."--Education Libraries (on the first edition)
Synopsis
Much has been learned in recent years about the close connections among language and literacy processes, both typical and atypical. Filling a significant gap in the literature, this comprehensive volume brings together leading authorities in communication sciences and disorders, learning disabilities, and literacy education to present current knowledge in this area. Reviewed are the latest advances in theory, research, and practice in language and literacy development, including the impact of specific language-related processes on literacy learning and ways to achieve optimal learning outcomes with diverse students.
Synopsis
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.
About the Author
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.
Table of Contents
I. Theoretical and Methodological Issues in the Study of Language and Literacy Disorders
1. Contemporary Approaches to the Study of Language and Literacy Development: A Call for the Integration of Perspectives, C. Addison Stone
2. Genetic Correlates of Language and Literacy Impairments, Jeffrey W. Gilger and Susan E. Wise
3. Neurobiological Correlates of Language and Reading Impairments, Maria Mody
4. Cognitive Factors in Second-Language Acquisition and Literacy Learning: A Theoretical Proposal and Call for Research, Gayane Meschyan and Arturo E. Hernandez
5. Methodological Issues in Research on Language and Early Literacy from the Perspective of Early Identification and Instruction, Deborah L. Speece and David H. Cooper
II. The Political and Social Contexts of Language and Literacy Acquisition
6. Policy and Practice Imperatives for Language and Literacy Learning: Who Will Be Left Behind?, Elaine R. Silliman, Louise C. Wilkinson, and Maria R. Brea-Spahn
7. Social and Affective Factors in Children with Language Impairment: Implications for Literacy Learning, Bonnie Brinton and Martin Fujiki
8. Family Literacy Practices, Barbara Hanna Wasik and Jennifer S. Hendrickson
9. Fostering Preliteracy Development via Storybook-Sharing Interactions: The Cultural Context of Mainstream Family Practices, Anne van Kleeck
10. Preschool-Based Prevention of Reading Disability: Realities versus Possibilities, David K. Dickinson, Allyssa McCabe, and Nancy Clark-Chiarelli
11. Language Variation and Literacy Learning, Holly K. Craig and Julie A. Washington
12. Learning to Read and Write in Two Languages: The Development of Early Biliteracy Abilities, Liliana Barro Zecker
III. Language Processes Underlying Atypical Literacy Learning: Complementary Perspectives
13. Phonological Processing and Its Influence on Literacy Learning, Gary A. Troia
14. Developmental Dependencies between Lexical Semantics and Reading, Karla K. McGregor
15. Morphological Processes That Influence Learning to Read, Joanne F. Carlisle
16. Syntactic Contributions to Literacy Learning, Cheryl M. Scott
17. Social Cognition, Conversation, and Reading Comprehension: How to Read a Comedy of Manners, Mavis L. Donahue and Sharon K. Foster
18. The Foundational Role of Schemas in Children's Language and Literacy Learning, Judith Felson Duchan
19. A Language Perspective on Executive Functioning, Metacognition, and Self-Regulation in Reading, Carol Westby
IV: Addressing the Needs of Individuals with Language and Literacy Challenges
Word Recognition:
20. Developmental Variation in Word Recognition, Linnea C. Ehri and Margaret J. Snowling
21. Word-Recognition Assessment Frameworks, Froma P. Roth
22. Teaching Students with Reading Disability to Read Words, Rollonda E. O'Connor and Kathryn M. Bell
Reading Comprehension:
23. Difficulties with Reading Comprehension, Nell K. Duke, Michael Pressley, and Katherine Hilden
24. Assessment of Reading Comprehension, Joanne F. Carlisle and Melinda S. Rice
25. Teaching Reading Comprehension to Students with Learning Disabilities, Sharon Vaughn and Janette Klingner
Writing Composition:
26. Developmental Variations in Writing Composition Skills, Bonnie D. Singer and Anthony S. Bashir
27. A Classroom-Based Writing Assessment Framework, Robert C. Calfee and Kathleen M. Wilson
28. Cognitive Processes of Teachers in Implementing Composition Research in Elementary, Middle, and High School Classrooms, Bernice Y.L. Wong and Virginia W. Berninger
Spelling:
29. Developmental Variations in Spelling: Comparing Typical and Poor Spellers, Marie Cassar and Rebecca Treiman
30. Spelling Assessment Frameworks, Kenn Apel, Julie J. Masterson, and Nicole L. Niessen
31. Spelling Instructional and Intervention Frameworks, Laura L. Bailet
Special Considerations with Adolescents/Young Adults:
32. Enhancing Literacy Proficiency with Adolescents and Young Adults, Barbara J. Ehren, B. Keith Lenz, and Donald D. Deshler