Handbook of Language and Literacy : Development and Disorders

ISBN 10: 1593850050 / ISBN 13: 9781593850050

Editore: Taylor & Francis Group, 2004

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Codice articolo 15015553-6

Dati bibliografici

• Titolo: Handbook of Language and Literacy : Development and Disorders
• Editore: Taylor & Francis Group
• Data di pubblicazione: 2004
• Lingua: Inglese
• ISBN 10: 1593850050
• ISBN 13: 9781593850050
• Rilegatura: Rilegato
• Edizione: 1st Edition.
• Condizione: Very Good

Descrizione articolo

Riassunto

This 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 socio-cultural 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.

A groundbreaking and detailed resource in language and literacy featuring well-respected interdisciplinary contributors, this new resource bridges the gap between theory and practice.

Informazioni sull?autore

C. Addison Stone, PhD, is Professor of Educational Studies at the University of Michigan. His research interests center on the social context of learning and development in children with language and learning disabilities.

Elaine R. Silliman, PhD, CCC-SLP, is Professor of Communication Sciences and Disorders and Cognitive and Neural Sciences at the University of South Florida and a Fellow of the American Speech-Language-Hearing Association. Her research interests and publications focus on oral language-literacy connections in monolingual English speaking children with social dialect variations, bilingual (Spanish-English) children, and children with language learning disabilities.

Barbara J. Ehren, EdD, CCC-SLP, is a Research Associate at the University of Kansas Center for Research on Learning and a Fellow of the American Speech-Language-Hearing Association. Her research and development work focuses in adolescent literacy, with an emphasis on the Strategic Instruction Model at the school level and on the shared responsibility of a variety of professionals for content literacy.
Kenn Apel, PhD, CCC-SLP, is Professor and Chair of the Department of Communicative Disorders and Sciences at Wichita State University and a Fellow of the American Speech Language Hearing Association. His research and teaching interests are in typical and artypical language-literacy development, with a specific focus on reading and spelling.