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Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven
Edited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
► pp. v–viii

Table of contents

Preface ix
Part ILanguage and literacy development
How neuroscience can inform education: A case for prior knowledge effects on memory 3
The neural basis for primary and acquired language skills 17
Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability 29
Lexical quality revisited 51
The role of metalinguistic and socio-cognitive factors in reading skill 69
Developing reading comprehension interventions: Perspectives from theory and practice 85
Hunting for the links between word-level writing skills and text quality 103
The development of Hebrew conjunct constructions in narration 119
Motivation and engagement in language and literacy development 137
Children’s hypertext comprehension 149
Part IIMultilingual language and literacy development
An updated review of cross-language transfer and its educational implications 167
The influence of first language on learning English as an additional language 183
Multilingual learners: Vocabulary and beyond 199
A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts 219
Development of qualifiers in children’s written stories 237
Individual variation in syntactic processing in the second language: Electrophysiological approaches 257
Part IIILanguage and literacy development in special populations and its implications
How to teach children reading and spelling? 277
Two technologies to help adults with reading difficulties improve their comprehension 295
Can poor readers be good learners? Non-adjacent dependency learning in adults with dyslexia 315
The shift of the role of early intervention in the study of dyslexia 333
Issues in diagnosing dyslexia 349
Imagery in reading and reading disabilities 363
Written narratives in children with autism 379
Advancing interventions for children with motor restrictions 399
Assessment of communicative competence in children with severe developmental disorders 413
Index 441


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