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Introduction: Elinor Saiegh-Haddad, & Cammie McBride, Bar-Ilan University and the Chinese University of Hong Kong.
Literacy in Diglossia and Dialectal Contexts: Current questions and future directions
Part One: Language and Literacy Acquisition in Diglossic Contexts
The land of diglossia: Ferguson and Fishman meet in Switzerland
Chapter 2: Kleanthes Grohmann, University of Cyprus
The gradience of multilingualism in a diglossic context: Language development in Cyprus
Chapter 3: Urs Maurer & Jessica Buhler, The Chinese University of Hong Kong, University of Zurich, Neuroscience Center Zurich, Switzerland.
Influence of dialect use on early reading and spelling acquisition in German-speaking children
Chapter 4: Lior Laks & Elinor Saiegh-Haddad, Bar-Ilan University, Israel
Between varieties and modalities in the production of narrative texts in Arabic
Chapter 5: Rama Novogrodsky, University of Haifa
Language learning in naturalistic versus structured settings – comparing the stories of children with hearing-impairment in Colloquial-Arabic and Standard-Arabic
Chapter 6: Asaid Khatib, Haifa University
Language processing in diglossia is modality specific
Chapter 7: Zohar Eviatar, Zohar Eviatar, Raphiq Ibrahim, Lateefeh Maroun, & Aula Khatib Abu-Leil, Haifa University
Reading in multiple Arabics
Part Two: Language and Literacy Acquisition in Standard-with-Dialect Contexts
Chapter 8: Mark Seidenberg, University of Wisconsin-Madison
Language variation and dialect: Challenges for beginning readers and educators
Chapter 9: Julie Washington, Georgia State University
Conceptualizing linguistic variation on a continuum: Impact on the growth of language and reading of African American children
Chapter 10: Ryan Lee-James, Adelphi University; Lakeisha Johnson, University of the District of Columbia
Impact of Nonmainstream Dialect Use in Language Assessment: Evidence from African American English-Speaking Children
Chapter 11: Nicole Patton Terry, Florida State University; Brandy Gatlin, University of California-Irvine.
Contrasting Theory-Based Approaches to Language Instruction for Poor Readers who Speak Nonmainstream American English
Chapter 12: Roumans, Romy, Leonie Cornips, Jetske Klatter-Folmer and Trudie Schils, Radboud University, Meertens Instituut (KNAW), Maastricht University.
Literacy skills of bidialectal primary school children compared to their Dutch speaking peers in Dutch Limburg: Spelling and reading proficiencies
Chapter 13: Hristo Kyuchukov, University of Silesia, Katowice, Poland
Socio-cognitive factors in the literacy process of Roma speaking children.
Chapter 14: Cammie McBride, The Chinese University of Hong Kong
Diglossia in Chinese? It’s complicated
Part Three: Language and Literacy Acquisition in Multilectal Africa
Chapter 15: Michelle Pascoe, Division of Communication Sciences and Disorders, University of Cape Town, South Africa
Language and literacy development in multilingual South African classrooms
Chapter 16: Elena Grigorenko and Natalia Rakhlin, University of Houston, Wayne State University. (title to follow)
Chapter 17: Sonali Nag, Oxford University (title to follow)
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