505 |
0
|
|aI: Theoretical and methodological issues in the study of language and literacy disorders. Contemporary approaches to the study of language and literacy development: a call for the integration of perspectives / C. Addison Stone -- Genetic correlates of language and literacy impairments / Jeffrey W. Gilger, Susan E. Wise -- Neurobiological correlates of language and reading impairments / Maria Mody -- Cognitive factors in second-language acquisition and literacy learning: a theoretical proposal and call for research / Gayane Meschyan, Arturo E. Hernandez -- Methodological issues in research on language and early literacy from the perspective of early identification and instruction / Deborah L. Speece, David H. Cooper -- II: The political and social contexts of language and literacy acquisition. Policy and practice imperatives for language and literacy learning: Who will be left behind? / Elaine R. Silliman, Louise C. Wilkinson, Maria R. Brea-Spahn -- Social and affective factors in children with language impairment: implications for literacy learning / Bonnie Brinton, Martin Fujiki -- Family literacy practices / Barbara Hanna Wasik, Jennifer S. Hendrickson -- Fostering preliteracy development via storybook-sharing interactions: the cultural context of mainstream family practices / Anne van Kleeck -- Preschool-based prevention of reading disability: realities versus possibilities / David K. Dickinson, Allyssa McCabe, Nancy Clark-Chiarelli -- Language variation and literacy learning / Holly K. Craig, Julie A. Washington -- 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. Phonological processing and its influence on literacy learning / Gary A. Troia -- Developmental dependencies between lexical semantics and reading / Karla K. McGregor -- Morphological processes that influence learning to read / Joanne F. Carlisle -- Syntactic contributions to literacy learning / Cheryl M. Scott -- Social cognition, conversation, and reading comprehension: how to read a comedy of manners / Mavis L. Donahue, Sharon K. Foster -- The foundational role of schemas in children's language and literacy learning / Judith Felson Duchan -- 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. Developmental variation in word recognition / Linnea C. Ehri, Margaret J. Snowling -- Word-recognition assessment frameworks / Froma P. Roth -- Teaching students with reading disability to read words / Rollonda E. O'Connor, Kathryn M. Bell -- Difficulties with reading comprehension / Nell K. Duke, Michael Pressley, Katherine Hilden -- Assessment of reading comprehension / Joanne F. Carlisle, Melinda S. Rice -- Teaching reading comprehension to students with learning disabilities / Sharon Vaughn, Janette Klingner -- Developmental variations in writing composition skills / Bonnie D. Singer, Anthony S. Bashir -- A classroom-based writing assessment framework / Robert C. Calfee, Kathleen M. Wilson -- Cognitive processes of teachers in implementing composition research in elementary, middle, and high school classrooms / Bernice Y.L. Wong, Virginia W. Berninger -- Developmental variations in spelling: comparing typical and poor spellers / Marie Cassar, Rebecca Treiman -- Spelling assessment frameworks / Kenn Apel, Julie J. Masterson, Nicole L. Niessen -- Spelling instructional and intervention frameworks / Laura L. Bailet -- Enhancing literacy proficiency with adolescents and young adults / Barbara J. Ehren, B. Keith Lenz, Donald D. Deshler.
|