Handbook of language and literacy : development and disorders
著者
書誌事項
Handbook of language and literacy : development and disorders
（Challenges in language and literacy）
Guilford Press, c2004
大学図書館所蔵 件 / 全16件
-
該当する所蔵館はありません
- すべての絞り込み条件を解除する
この図書・雑誌をさがす
注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
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.
目次
Part I: Theoretical and Methodological Issues in the Study of Language and Literacy Disorders. Stone, Contemporary Approaches to the Study of Language and Literacy Development: A Call for the Integration of Perspectives. Gilger, Wise, Genetic Correlates of Language and Literacy Impairments. Mody, Neurobiological Correlates of Language and Reading Impairments. Meschyan, Hernandez, Cognitive Factors in Second-Language Acquisition and Literacy Learning: A Theoretical Proposal and Call for Research. Speece, Cooper, Methodological Issues in Research on Language and Early Literacy from the Perspective of Early Identification and Instruction. Part II: The Political and Social Contexts of Language and Literacy Acquisition. Silliman, Wilkinson, Brea-Spahn, Policy and Practice Imperatives for Language and Literacy Learning: Who Will Be Left Behind? Brinton, Fujiki, Social and Affective Factors in Children with Language Impairment: Implications for Literacy Learning. Wasik, Hendrickson, Family Literacy Practices. van Kleeck, Fostering Preliteracy Development via Storybook-Sharing Interactions: The Cultural Context of Mainstream Family Practices. Dickinson, McCabe, Clark-Chiarelli, Preschool-Based Prevention of Reading Disability: Realities versus Possibilities. Craig, Washington, Language Variation and Literacy Learning. Zecker, Learning to Read and Write in Two Languages: The Development of Early Biliteracy Abilities. Part III: Language Processes Underlying Atypical Literacy Learning: Complementary Perspectives. Troia, Phonological Processing and Its Influence on Literacy Learning. McGregor,
Developmental Dependencies Between Lexical Semantics and Reading. Carlisle, Morphological Processes That Influence Learning to Read. Scott, Syntactic Contributions to Literacy Learning. Donahue, Foster, Social Cognition, Conversation, and Reading Comprehension: How to Read a Comedy of Manners. Duchan, The Foundational Role of Schemas in Children's Language and Literacy Learning. Westby,
A Language Perspective on Executive Functioning, Metacognition, and Self-Regulation in Reading. Part IV: Addressing the Needs of Individuals with Language and Literacy Challenges. Word Recognition. Ehri, Snowling, Developmental Variation in Word Recognition. Roth, Word Recognition Assessment Frameworks. O'Connor, Bell,
Teaching Students with Reading Disability to Read Words. Reading Comprehension. Duke, Pressley, Hilden, Difficulties with Reading Comprehension. Carlisle, Rice,
Assessment of Reading Comprehension. Vaughn, Klingner, Teaching Reading Comprehension to Students with Learning Disabilities. Writing Composition. Singer, Bashir, Developmental Variations in Writing Composition Skills. Calfee, Wilson, A Classroom-Based Writing Assessment Framework. Wong, Berninger, Cognitive Processes of Teachers in Implementing Composition Research in Elementary, Middle, and High School Classrooms. Spelling. Cassar, Treiman, Developmental Variations in Spelling: Comparing Typical and Poor Spellers. Apel, Masterson, Niessen,
Spelling Assessment Frameworks. Bailet, Spelling Instructional and Intervention Frameworks. Special Considerations with Adolescents/Young Adults. Ehren, Lenz, Deshler, Enhancing Literacy Proficiency with Adolescents and Young Adults.
「Nielsen BookData」 より