Handbook of Language and Literacy Development and Disorders

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.

I. Theoretical and Methodological Issues in the Study of Language and Literacy Disorders1. Atypical Language and Literacy Development: Toward an Integrative Framework, C. Addison Stone and Julie E. Learned2. Genetics of Language and Literacy Impairments, Jeffrey W. Gilger3. Neurobiological Basis of Language and Reading: Typical and Impaired Processing, Maria Mody and Joanna A. Christodoulou4. Cognitive Processes Underlying Typical and Atypical Second-Language and Literacy Development, Kathleen F. Peets5. In the Service of Questions: From Mixed-Methods to Question-Based Integrative Designs in Social Research, Elizabeth Birr MojeII. The Political and Social Contexts of Language and Literacy Acquisition6. Policy and Practice Issues for Students at Risk in Language and Literacy Learning: Back to the Future, Elaine R. Silliman and Louise C. Wilkinson7. Reframing Literacy for a Screen-Based Age: A Case for Digital Mindsets, Claire Wyatt-Smith and Kay Kimber8. Becoming Bilingual and Biliterate: Sociolinguistic and Sociopolitical Considerations, Ofelia Garca9. The Case for Increasing Emphasis on Vocabulary Instruction in the Early Years, Susan B. Neuman and Tanya S. Wright10. Social and Affective Factors in Children with Language Impairment: Implications for Literacy Learning, Bonnie Brinton and Martin Fujiki11. Fostering Childrens Emergent Literacy Development: The Role of Family Practices, Christina Yeager Pelatti, Laura M. Justice, Jill M. Pentimonti, and Mary Beth Schmitt12. Language Variation and Literacy Learning: The Case of African American English, Julie A. Washington, Nicole Patton Terry, and Mark S. SeidenbergIII. Language Processes Underlying Atypical Literacy Learning: Complementary Perspectives 13. Phonological Processing Deficits and Literacy Learning: Current Evidence and Future Directions, Gary A. Troia14. Individual Differences in Word Learning and Reading Ability, Suzanne M. Adlof and Charles A. Perfetti15. Morphemes Matter: How Morphological Knowledge Contributes to Reading and Writing, Joanne F. Carlisle and Amanda P. Goodwin16. Syntactic Contributions to Literacy Learning, Cheryl M. Scott and Nicole M. Koonce17. The Linguistic Challenges of Learning across Academic Disciplines, Zhihui Fang, Mary J. Schleppegrell, and Jason Moore18. Perspective-Taking and Reading Comprehension of Narratives: Lessons Learned from The Bean, Mavis L. Donahue19. A Language Perspective on Executive Functioning, Metacognition, and Self-Regulation in Reading, Carol E. Westby20. Bilingual Children with Language Learning Disabilities: Convergence in Conceptual, Linguistic, and Cultural Circles of Knowledge, Mara Brea-SpahnIV. Addressing the Needs of Individuals with Language and Literacy ChallengesWord Recognition21. Developmental Variation in Reading Words, Linnea C. Ehri, Cludia Cardoso-Martins, and Julia M. Carroll22. Word Recognition Assessment Frameworks, Froma P. Roth23. Teaching Students with Reading Disability to Read Words, Rollanda E. OConnor and Sean J. DavidsonReading Comprehension24. Difficulties with Reading Comprehension, Nell K. Duke, Kelly B. Cartwright, and Katherine R. Hilden25. Assessment of Reading Comprehension, Janice M. Keenan26. The Spoken-Written Comprehension Connection: Constructive Intervention Strategies, Geraldine P. Wallach, Stephen Charlton, and Julie Christie BartholomewWriting Composition27. Developmental Variations in the Production of Written Text: Challenges for Students Who Struggle with Writing, Julie E. Dockrell28. 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 VerheydenSpelling 30. Spelling Development and Disability in English, Derrick C. Bourassa, and Rebecca Treiman31. Spelling Assessment Frameworks, Julie J. Masterson and Kenn Apel32. Spelling: Instructional and Intervention Frameworks, Julie A. Wolter and Katie SquiresSpecial Considerations33. Adolescents Who Struggle and 21st-Century Literacy, Barbara J. Ehren, B. Keith Ben Hanania Lenz, and Donald D. Deshler34. Response to Intervention for Teaching and Learning in Language and Literacy, Karen K. Wixson, Marjorie Y. Lipson, and Sheila W. Valencia35. English Language Learners: Instructional Practices to Promote Literacy Development, Lucinda Soltero-Gonzlez, Janette K. Klingner, and Edilberto Cano-Rodrquez

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.