Developmental Perspectives in Written Language and Literacy
In honor of Ludo Verhoeven
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
© John Benjamins
Table of Contents
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Preface
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Part I. Language and literacy development
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How neuroscience can inform education: A case for prior knowledge effects on memoryMarlieke T. R. van Kesteren, Dirk J. Ruiter and Guillén Fernández | pp. 3–16
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The neural basis for primary and acquired language skillsPeter Hagoort | pp. 17–27
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Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disabilityKenneth R. Pugh | pp. 29–49
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Lexical quality revisitedCharles Perfetti | pp. 51–67
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The role of metalinguistic and socio-cognitive factors in reading skillHélène Deacon, Rebecca Tucker and Bradley Bergey | pp. 69–84
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Developing reading comprehension interventions: Perspectives from theory and practicePaul Van den Broek, Christine Espin, Kristen McMaster and Anne Helder | pp. 85–101
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Hunting for the links between word-level writing skills and text qualityNaymé Salas and Liliana Tolchinsky | pp. 103–118
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The development of Hebrew conjunct constructions in narrationDorit Ravid and Liat Hershkovitz | pp. 119–135
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Motivation and engagement in language and literacy developmentCatherine E. Snow | pp. 137–147
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Children’s hypertext comprehensionEliane Segers | pp. 149–163
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Part II. Multilingual language and literacy development
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An updated review of cross-language transfer and its educational implicationsAydin Yücesan Durgunoğlu | pp. 167–182
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The influence of first language on learning English as an additional languageLinda Siegel and Orly Lipka | pp. 183–197
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Multilingual learners: Vocabulary and beyondEsther Geva and Christie Fraser | pp. 199–217
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A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contextsKatie Lam, Xi Chen, Poh Wee Koh and Alexandra Gottardo | pp. 219–236
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Development of qualifiers in children’s written storiesAnne Vermeer and Joey Ceglarek | pp. 237–255
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Individual variation in syntactic processing in the second language: Electrophysiological approachesJanet G. Van Hell and Fatemeh Abdollahi | pp. 257–273
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Part III. Language and literacy development in special populations and its implications
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How to teach children reading and spellingAnna M. T. Bosman and J. L. M. Schraven | pp. 277–293
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Two technologies to help adults with reading difficulties improve their comprehensionArthur C. Graesser, Shi Feng and Zhiqiang Cai | pp. 295–313
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Can poor readers be good learners? Non-adjacent dependency learning in adults with dyslexiaAnnemarie Kerkhoff, Elise de Bree and Frank Wijnen | pp. 315–331
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The shift of the role of early intervention in the study of dyslexiaAryan van der Leij | pp. 333–348
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Issues in diagnosing dyslexiaPeter F. de Jong and Elsje van Bergen
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Imagery in reading and reading disabilitiesKees P. Van den Bos | pp. 363–378
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Written narratives in children with autismJudy S. Reilly, Lara Polse and Janie Lai | pp. 379–398
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Advancing interventions for children with motor restrictionsBert Steenbergen | pp. 399–411
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Assessment of communicative competence in children with severe developmental disordersHans Van Balkom, Stijn R. J. M. Deckers and Judith Stoep | pp. 413–439
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Index
Cited by (4)
Cited by four other publications
Li, Xiaomeng & Tianxu Chen
Zoccolotti, Pierluigi
Choi, Liza Lai Shan
This list is based on CrossRef data as of 30 september 2024. 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
Main BIC Subject
CJC: Language learning: specific skills
Main BISAC Subject
LAN013000: LANGUAGE ARTS & DISCIPLINES / Reading Skills