Handbook of Language and Literacy: Development and Disorders (Challenges in Language and Literacy) - Hardcover

Hardcover

ISBN 10: 1593850050 ISBN 13: 9781593850050

Publisher: Guilford Press, 2004

Synopsis

Unusual book

About this title

Review:

"This book has it all. Neurology, heredity, cognition, motivation, prevention, assessment, intervention, and policy are just some of the topics covered in this comprehensive guide examining the links between language and literacy learning. This is a 'must-have' book for anyone who is interested in reading and writing development and disorders. As a sourcebook for researchers and a text for graduate-level seminars in literacy, special education, and speech and language, it is without equal."--Steve Graham, EdD, Vanderbilt University "For graduate students and professionals who maintain currency with reading, language, and literacy research, this book should become the standard reference. Unusual in its scope, it successfully integrates research reviews and topical discussions across the domains of language development, reading development, spelling, and writing, and ties basic research to issues in intervention and instruction. Finally we have one book that weaves together topics in language, cognition, and reading education, and that does so in an evenhanded fashion."--Louisa Moats, EdD, Director of Literacy Research and Professional Development, Sopris West Educational Services, Longmont, Colorado "This noteworthy handbook represents a great stride toward integrating and reorganizing current knowledge on language and literacy. I am impressed by the volume's content and structure, as well as the superb selection of contributing authors. Comprehensive, multifaceted, and provocative, this is an outstanding contribution for those who recognize the need for interdisciplinary dialogue. It is also an invaluable teaching tool. Faculty members who adopt this text would be well advised to keep a copy for their desk, a copy for their bookshelf, and a 'not-to-be-loaned' copy at home."--Katharine G. Butler, PhD, CCC-SLP, Professor Emerita, Communication Disorders and Sciences Program, San Jose State University "This timely volume is a comprehensive and state-of-the art overview of the relationship between spoken and written language. Although professionals concerned with typical and atypical spoken language most often deliver their services in schools, their role in promoting literacy has been less clearly defined. The seasoned scholars who have contributed to this book clarify the close links between oral and written language in a way that has not been done before. The book is well organized and relevant to both researchers and practitioners. Its inclusion of a section on social and political contexts is a particularly welcome and unique contribution. I strongly recommend this book."--Ida J. Stockman, PhD, College of Communication Arts and Sciences, Michigan State University "This handbook provides an extensive resource in all aspects of typical and atypical literacy development....Practitioners, researchers and students in the fields of language science and disorders, literacy, speech-language pathology, special education and educational psychology especially will benefit from the comprehensive examination of how language related processes integrate with literacy instruction....Covers all aspects of literacy....It would be of great value to college and university departments and reference sections."-- Education Libraries & nbsp; "A text that challenges the literacy community to rethink the meaning of difference, particularly as it relates to students' language and literacy acquisition in U.S. public schools....Provides insights into the politics of difference [and] helps us to recast our vision of effective instruction for atypical language and literacy learners....The Handbook has important messages for literacy teacher educators."-- Reading Research Quarterly

About the Author:

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.

About this edition

• Publisher: Guilford Press
• Publication date: 2004
• ISBN 10: 1593850050
• ISBN 13: 9781593850050
• Binding: Hardcover
• Edition number: 1
• Number of pages: 733
• Editor: Stone C. Addison, Silliman Elaine R., Ehren Barbara J., Apel Kenn