Description
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.
Chapter
2. Genetics of Language and Literacy Impairments
3. Neurobiological Basis of Language and Reading: Typical and Impaired Processing
4. Cognitive Processes Underlying Typical and Atypical Second-Language and Literacy Development
5. In the Service of Questions: From Mixed-Methods to Question-Based Integrative Designs in Social Research
Part II. The Political and Social Contexts of Language and Literacy Acquisition
6. Policy and Practice Issues for Students at Risk in Language and Literacy Learning: Back to the Future
7. Reframing Literacy for a Screen-Based Age: A Case for Digital Mindsets
8. Becoming Bilingual and Biliterate: Sociolinguistic and Sociopolitical Considerations
9. The Case for Increasing Emphasis on Vocabulary Instruction in the Early Years
10. Social and Affective Factors in Children with Language Impairment: Implications for Literacy Learning
11. Fostering Children’s Emergent Literacy Development: The Role of Family Practices
12. Language Variation and Literacy Learning: The Case of African American English
Part III. Language Processes Underlying Atypical Literacy Learning: Complementary Perspectives
13. Phonological Processing Deficits and Literacy Learning: Current Evidence and Future Directions
14. Individual Differences in Word Learning and Reading Ability
15. Morphemes Matter: How Morphological Knowledge Contributes to Reading and Writing
16. Syntactic Contributions to Literacy Learning
17. The Linguistic Challenges of Learning across Academic Disciplines
18. Perspective-Taking and Reading Comprehension of Narratives: Lessons Learned from “The Bean”
19. A Language Perspective on Executive Functioning, Metacognition, and Self-Regulation in Reading
20. Bilingual Children with Language Learning Disabilities: Convergence in Conceptual, Linguistic, and Cultural Circles of Knowledge
Part IV. Addressing the Needs of Individuals with Language and Literacy Challenges
21. Developmental Variation in Reading Words
22. Word Recognition Assessment Frameworks
23. Teaching Students with Reading Disability to Read Words
24. Difficulties with Reading Comprehension
25. Assessment of Reading Comprehension
26. The Spoken–Written Comprehension Connection: Constructive Intervention Strategies
27. Developmental Variations in the Production of Written Text: Challenges for Students Who Struggle with Writing
28. Classroom-Based Writing Assessment
29. Learning and Instruction in Writing
30. Spelling Development and Disability in English
31. Spelling Assessment Frameworks
32. Spelling Instructional and Intervention Frameworks
33. Adolescents Who Struggle and 21st-Century Literacy
34. Response to Intervention for Teaching and Learning in Language and Literacy
35. English Language Learners: Instructional Practices to Promote Literacy Development
Handbook of Language and Literacy, Second Edition
：Development and Disorders
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