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 José 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



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, Department of Special Education, University of Maryland

"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



Book Description
This state-of-the-art 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 sociocultural 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.



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. He is coeditor of [i]Learning Disabilities Research and Practice[/i] and is on the editorial boards of several other journals in the field.

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/n-/Language/n-/Hearing Association. Her research interests and publications focus on oral language/n-/literacy connections in monolingual English-speaking children with social dialect variations, bilingual (Spanish/n-/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/n-/Language/n-/Hearing Association. Her research and development work focuses on 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/n-/Language/n-/Hearing Association. His research and teaching interests are in typical and atypical language/n-/literacy development, with a specific focus on reading and spelling.

FROM THE PUBLISHER

This book is designed for practitioners and researchers in speech-language pathology, special education, and literacy, as well as advanced students in these areas. It is also a text for graduate-level courses in child language disorders and reading disabilities.

SYNOPSIS