Developmental Perspectives in Written Language and Literacy

In honor of Ludo Verhoeven

| Radboud University Nijmegen
| Leiden University
ISBN 9789027212436 | EUR 99.00 | USD 149.00
ISBN 9789027265159 | EUR 99.00 | USD 149.00
Research on the development on written language and literacy is inherently multidisciplinary. In this book, leading researchers studying brain, cognition and behavior, come together in revealing how children develop written language and literacy, why they may experience difficulties, and which interventions may help those who struggle. Each chapter provides an overview of a specific area of expertise, focusing on typical and atypical development, providing steps for future research, and discussing practical implications of the work. The book covers areas of bilingualism, dyslexia, reading comprehension, learning to read, atypical populations, intervention, and new media. Thus, the book presents a comprehensive overview of the current state of affairs in this field of research. The various book chapters have been written by researchers who all have collaborated at some point in their careers with Ludo Verhoeven, whose research sets the example for the importance of crossing disciplinary borders to research to take the next, important steps. The combination of the research in this book sets the stage for future research that connects various fields, and hopes to inspire anyone interested in the development of written language and literacy.
[Not in series, 206]  2017.  xi, 447 pp.
Publishing status: Available
Table of Contents
Part I. Language and literacy development
How neuroscience can inform education: A case for prior knowledge effects on memory
Marlieke T. R. van Kesteren, Dirk J. Ruiter and Guillén Fernández
The neural basis for primary and acquired language skills
Peter Hagoort
Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability
Kenneth R. Pugh
Lexical quality revisited
Charles A. Perfetti
The role of metalinguistic and socio-cognitive factors in reading skill
Hélène Deacon, Rebecca Tucker and Bradley Bergey
Developing reading comprehension interventions: Perspectives from theory and practice
Paul van den Broek, Christine A. Espin, Kristen L. McMaster and Anne Helder
Hunting for the links between word-level writing skills and text quality
Naymé Salas and Liliana Tolchinsky
The development of Hebrew conjunct constructions in narration
Dorit Ravid and Liat Hershkovitz
Motivation and engagement in language and literacy development
Catherine E. Snow
Children’s hypertext comprehension
Eliane Segers
An updated review of cross-language transfer and its educational implications
Aydın Yücesan Durgunoğlu
The influence of first language on learning English as an additional language
Linda S. Siegel and Orly Lipka
Multilingual learners: Vocabulary and beyond
Esther Geva and Christie Fraser
A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts
Katie Lam, Xi Chen, Poh Wee Koh and Alexandra Gottardo
Development of qualifiers in children’s written stories
Anne Vermeer and Joey Ceglarek
Individual variation in syntactic processing in the second language: Electrophysiological approaches
Janet G. van Hell and Fatemeh Abdollahi
Part III. Language and literacy development in special populations and its implications
How to teach children reading and spelling
Anna M.T. Bosman and J.L.M. Schraven
Two technologies to help adults with reading difficulties improve their comprehension
Arthur C. Graesser, Shi Feng and Zhiqiang Cai
Can poor readers be good learners? Non-adjacent dependency learning in adults with dyslexia
Annemarie Kerkhoff, Elise de Bree and Frank Wijnen
The shift of the role of early intervention in the study of dyslexia
Aryan van der Leij
Issues in diagnosing dyslexia
Peter F. de Jong and Elsje van Bergen
Imagery in reading and reading disabilities
Kees P. van den Bos
Written narratives in children with autism
Judy Reilly, Lara Polse and Janie Lai
Advancing interventions for children with motor restrictions
Bert Steenbergen
Assessment of communicative competence in children with severe developmental disorders
Hans van Balkom, Stijn Deckers and Judith Stoep
Cited by

Cited by 2 other publications

Blom, Helen, Eliane Segers, Harry Knoors, Daan Hermans & Ludo Verhoeven
2018. Comprehension and navigation of networked hypertexts. Journal of Computer Assisted Learning 34:3  pp. 306 ff. Crossref logo
Choi, Liza Lai Shan
2019. Continued Influence of an English-as-an-Additional-Language Nursing Student Support Group. Journal of Nursing Education 58:11  pp. 647 ff. Crossref logo

This list is based on CrossRef data as of 20 october 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects & Metadata
BIC Subject: CJC – Language learning: specific skills
BISAC Subject: LAN013000 – LANGUAGE ARTS & DISCIPLINES / Reading Skills
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2017028719 | Marc record