491018371 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code Z 206 GE 15 9789027265159 06 10.1075/z.206 13 2017043994 00 EA E133 10 01 JB code Z 02 206.00 01 02 Not in series Not in series 01 01 Developmental Perspectives in Written Language and Literacy Developmental Perspectives in Written Language and Literacy 1 B01 01 JB code 28263054 Eliane Segers Segers, Eliane Eliane Segers Radboud University Nijmegen 2 B01 01 JB code 28263055 Paul Broek Broek, Paul Paul Broek Leiden University 01 eng 11 459 03 03 xi 03 00 447 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COGN Cognition and language 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.BIL Multilingualism 24 JB code LIN.PSYLIN Psycholinguistics 24 JB code LIN.WRIT Writing and literacy 10 LAN013000 12 CJC 01 06 02 00 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. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/z.206.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027212436.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027212436.tif 01 01 D503 https://benjamins.com/covers/1200_front/z.206.hb.png 01 01 D503 https://benjamins.com/covers/125/z.206.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/z.206.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/z.206.hb.png 01 01 JB code z.206.001pre 06 10.1075/z.206.001pre Miscellaneous 1 01 04 Preface Preface 01 01 JB code z.206.p1 06 10.1075/z.206.p1 Section header 2 01 04 Part I. Language and literacy development Part I. Language and literacy development 01 01 JB code z.206.01van 06 10.1075/z.206.01van Chapter 3 01 04 How neuroscience can inform education How neuroscience can inform education 01 04 A case for prior knowledge effects on memory A case for prior knowledge effects on memory 1 A01 01 JB code 226314487 Marlieke T. R. van Kesteren van Kesteren, Marlieke T. R. Marlieke T. R. van Kesteren Department of Psychology, Stanford University, Stanford, California, United States/Faculty of Behavioural and Movement Sciences, section Educational Neuroscience, Institute for Brain and Behaviour, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands 2 A01 01 JB code 482314488 Dirk J. Ruiter Ruiter, Dirk J. Dirk J. Ruiter Department of Anatomy, Radboud University, Nijmegen Medical Centre, Nijmegen, The Netherlands 3 A01 01 JB code 745314489 Guillén Fernández Fernández, Guillén Guillén Fernández Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Nijmegen, The Netherlands/Department of Cognitive Neuroscience, Radboud University, Nijmegen Medical Centre, Nijmegen, The Netherlands 01 01 JB code z.206.02hag 06 10.1075/z.206.02hag Chapter 4 01 04 The neural basis for primary and acquired language skills The neural basis for primary and acquired language skills 1 A01 01 JB code 582314490 Peter Hagoort Hagoort, Peter Peter Hagoort Donders Institute for Brain, Cognition and Behaviour/Max Planck Institute for Psycholinguistics/Radboud University, Nijmegen, the Netherlands 01 01 JB code z.206.03pug 06 10.1075/z.206.03pug Chapter 5 01 04 Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability 1 A01 01 JB code 598314491 Kenneth R. Pugh Pugh, Kenneth R. Kenneth R. Pugh Haskins Laboratories, University of Connecticut, Yale University 01 01 JB code z.206.04per 06 10.1075/z.206.04per Chapter 6 01 04 Lexical quality revisited Lexical quality revisited 1 A01 01 JB code 94314493 Charles A. Perfetti Perfetti, Charles A. Charles A. Perfetti Learning Research and Development Center, University of Pittsburgh, Pittsburgh PA, USA 01 01 JB code z.206.05dea 06 10.1075/z.206.05dea Chapter 7 01 04 The role of metalinguistic and socio-cognitive factors in reading skill The role of metalinguistic and socio-cognitive factors in reading skill 1 A01 01 JB code 186314494 Hélène Deacon Deacon, Hélène Hélène Deacon Department of Psychology and Neuroscience, Dalhousie University, Canada 2 A01 01 JB code 273314495 Rebecca Tucker Tucker, Rebecca Rebecca Tucker Dalhousie University, Canada 3 A01 01 JB code 528314496 Bradley Bergey Bergey, Bradley Bradley Bergey Department of Secondary Education and Youth Services, Queens College, City University of New York, USA 01 01 JB code z.206.06van 06 10.1075/z.206.06van Chapter 8 01 04 Developing reading comprehension interventions Developing reading comprehension interventions 01 04 Perspectives from theory and practice Perspectives from theory and practice 1 A01 01 JB code 595314498 Paul Broek Broek, Paul Paul Broek Leiden University, The Netherlands/University of Minnesota, USA 2 A01 01 JB code 569314499 Christine A. Espin Espin, Christine A. Christine A. Espin Leiden University, The Netherlands/University of Minnesota, USA 3 A01 01 JB code 637314500 Kristen L. McMaster McMaster, Kristen L. Kristen L. McMaster University of Minnesota, USA 4 A01 01 JB code 268314501 Anne Helder Helder, Anne Anne Helder Leiden University, The Netherlands 01 01 JB code z.206.07sal 06 10.1075/z.206.07sal Chapter 9 01 04 Hunting for the links between word-level writing skills and text quality Hunting for the links between word-level writing skills and text quality 1 A01 01 JB code 150314502 Naymé Salas Salas, Naymé Naymé Salas Universitat Autònoma de Barcelona 2 A01 01 JB code 482314503 Liliana Tolchinsky Tolchinsky, Liliana Liliana Tolchinsky Universitat de Barcelona 01 01 JB code z.206.08rav 06 10.1075/z.206.08rav Chapter 10 01 04 The development of Hebrew conjunct constructions in narration The development of Hebrew conjunct constructions in narration 1 A01 01 JB code 270314504 Dorit Ravid Ravid, Dorit Dorit Ravid Tel Aviv University 2 A01 01 JB code 585314505 Liat Hershkovitz Hershkovitz, Liat Liat Hershkovitz Tel Aviv University 01 01 JB code z.206.09sno 06 10.1075/z.206.09sno Chapter 11 01 04 Motivation and engagement in language and literacy development Motivation and engagement in language and literacy development 1 A01 01 JB code 501314506 Catherine E. Snow Snow, Catherine E. Catherine E. Snow Harvard Graduate School of Education, USA 01 01 JB code z.206.10seg 06 10.1075/z.206.10seg Chapter 12 01 04 Children's hypertext comprehension Children’s hypertext comprehension 1 A01 01 JB code 374314507 Eliane Segers Segers, Eliane Eliane Segers Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands/Department of Instructional Technology, University of Twente, Enschede, The Netherlands 01 01 JB code Z.206.p2 06 10.1075/Z.206.p2 Section header 13 01 04 Part II. Multilingual language and literacy development Part II. Multilingual language and literacy development 01 01 JB code z.206.11dur 06 10.1075/z.206.11dur Chapter 14 01 04 An updated review of cross-language transfer and its educational implications An updated review of cross-language transfer and its educational implications 1 A01 01 JB code 709314508 Aydın Yücesan Durgunoğlu Durgunoğlu, Aydın Yücesan Aydın Yücesan Durgunoğlu University of Minnesota Duluth 01 01 JB code z.206.12sie 06 10.1075/z.206.12sie Chapter 15 01 04 The influence of first language on learning English as an additional language The influence of first language on learning English as an additional language 1 A01 01 JB code 316314509 Linda S. Siegel Siegel, Linda S. Linda S. Siegel University of British Columbia 2 A01 01 JB code 294314510 Orly Lipka Lipka, Orly Orly Lipka Haifa University 01 01 JB code z.206.13gev 06 10.1075/z.206.13gev Chapter 16 01 04 Multilingual learners Multilingual learners 01 04 Vocabulary and beyond Vocabulary and beyond 1 A01 01 JB code 258314511 Esther Geva Geva, Esther Esther Geva Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada 2 A01 01 JB code 628314512 Christie Fraser Fraser, Christie Christie Fraser 01 01 JB code z.206.14lam 06 10.1075/z.206.14lam Chapter 17 01 04 A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts 1 A01 01 JB code 407314513 Katie Lam Lam, Katie Katie Lam McMaster University, Hamilton, Canada 2 A01 01 JB code 669314514 Xi Chen Chen, Xi Xi Chen Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada 3 A01 01 JB code 3314515 Poh Wee Koh Koh, Poh Wee Poh Wee Koh 4 A01 01 JB code 226314516 Alexandra Gottardo Gottardo, Alexandra Alexandra Gottardo Wilfrid Laurier University, Waterloo, Canada 01 01 JB code z.206.15ver 06 10.1075/z.206.15ver Chapter 18 01 04 Development of qualifiers in children's written stories Development of qualifiers in children’s written stories 1 A01 01 JB code 200314517 Anne Vermeer Vermeer, Anne Anne Vermeer Tilburg University, Tilburg, The Netherlands 2 A01 01 JB code 307314518 Joey Ceglarek Ceglarek, Joey Joey Ceglarek 01 01 JB code z.206.16van 06 10.1075/z.206.16van Chapter 19 01 04 Individual variation in syntactic processing in the second language Individual variation in syntactic processing in the second language 01 04 Electrophysiological approaches Electrophysiological approaches 1 A01 01 JB code 372314519 Janet G. Hell Hell, Janet G. Janet G. Hell Department of Psychology and Center for Language Science, Pennsylvania State University, University Park, USA 2 A01 01 JB code 50314520 Fatemeh Abdollahi Abdollahi, Fatemeh Fatemeh Abdollahi 01 01 JB code z.206.p3 06 10.1075/z.206.p3 Section header 20 01 04 Part III. Language and literacy development in special populations and its implications Part III. Language and literacy development in special populations and its implications 01 01 JB code z.206.17bos 06 10.1075/z.206.17bos Chapter 21 01 04 How to teach children reading and spelling How to teach children reading and spelling 1 A01 01 JB code 468314521 Anna M.T. Bosman Bosman, Anna M.T. Anna M.T. Bosman Behavioural Science Institute and School of Educational Sciences, Radboud University, Nijmegen, The Netherlands 2 A01 01 JB code 609314522 J.L.M. Schraven Schraven, J.L.M. J.L.M. Schraven Stichting TGM, Zuthpen, the Netherlands 01 01 JB code z.206.18gra 06 10.1075/z.206.18gra Chapter 22 01 04 Two technologies to help adults with reading difficulties improve their comprehension Two technologies to help adults with reading difficulties improve their comprehension 1 A01 01 JB code 286314523 Arthur C. Graesser Graesser, Arthur C. Arthur C. Graesser University of Memphis, Memphis, USA 2 A01 01 JB code 569314524 Shi Feng Feng, Shi Shi Feng 3 A01 01 JB code 876314525 Zhiqiang Cai Cai, Zhiqiang Zhiqiang Cai 01 01 JB code z.206.19ker 06 10.1075/z.206.19ker Chapter 23 01 04 Can poor readers be good learners? Can poor readers be good learners? 01 04 Non-adjacent dependency learning in adults with dyslexia Non-adjacent dependency learning in adults with dyslexia 1 A01 01 JB code 702314526 Annemarie Kerkhoff Kerkhoff, Annemarie Annemarie Kerkhoff UU, Utrecht Institute of Linguistics 2 A01 01 JB code 901314527 Elise Bree Bree, Elise Elise Bree UVA, Department of Child Development and Education 3 A01 01 JB code 990314528 Frank Wijnen Wijnen, Frank Frank Wijnen UU, Utrecht Institute of Linguistics 01 01 JB code z.206.20van 06 10.1075/z.206.20van Chapter 24 01 04 The shift of the role of early intervention in the study of dyslexia The shift of the role of early intervention in the study of dyslexia 1 A01 01 JB code 888314529 Aryan Leij Leij, Aryan Aryan Leij University of Amsterdam, Amsterdam, The Netherlands 01 01 JB code z.206.21dej 06 10.1075/z.206.21dej Chapter 25 01 04 Issues in diagnosing dyslexia Issues in diagnosing dyslexia 1 A01 01 JB code 18314530 Peter F. Jong Jong, Peter F. Peter F. Jong University of Amsterdam, Amsterdam, The Netherlands 2 A01 01 JB code 845314531 Elsje Bergen Bergen, Elsje Elsje Bergen Vrije Universiteit Amsterdam, Amsterdam, The Netherlands 01 01 JB code z.206.22van 06 10.1075/z.206.22van Chapter 26 01 04 Imagery in reading and reading disabilities Imagery in reading and reading disabilities 1 A01 01 JB code 394314532 Kees P. Bos Bos, Kees P. Kees P. Bos University of Groningen, Groningen, The Netherlands 01 01 JB code z.206.23rei 06 10.1075/z.206.23rei Chapter 27 01 04 Written narratives in children with autism Written narratives in children with autism 1 A01 01 JB code 908314533 Judy Reilly Reilly, Judy Judy Reilly San Diego State University, University of California, San Diego, USA 2 A01 01 JB code 808314534 Lara Polse Polse, Lara Lara Polse 3 A01 01 JB code 146314535 Janie Lai Lai, Janie Janie Lai 01 01 JB code z.206.24ste 06 10.1075/z.206.24ste Chapter 28 01 04 Advancing interventions for children with motor restrictions Advancing interventions for children with motor restrictions 1 A01 01 JB code 258314536 Bert Steenbergen Steenbergen, Bert Bert Steenbergen Radboud University, Nijmegen, the Netherlands/Australian Catholic University, Melbourne, Australia 01 01 JB code z.206.25van 06 10.1075/z.206.25van Chapter 29 01 04 Assessment of communicative competence in children with severe developmental disorders Assessment of communicative competence in children with severe developmental disorders 1 A01 01 JB code 637314537 Hans Balkom Balkom, Hans Hans Balkom Behavioural Science Institute, Radboud University Nijmegen, the Netherlands/Milo Foundation, Schijndel, the Netherlands/Royal Kentalis, Sint-Michielsgestel, the Netherlands 2 A01 01 JB code 229314538 Stijn Deckers Deckers, Stijn Stijn Deckers Expertisecentrum Nederlands, Nijmegen, The Netherlands 3 A01 01 JB code 608314539 Judith Stoep Stoep, Judith Judith Stoep 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20171221 C 2017 John Benjamins D 2017 John Benjamins 02 WORLD 13 15 9789027212436 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 99.00 EUR 01 00 Unqualified price 00 83.00 GBP 01 00 Unqualified price 00 149.00 USD 509017095 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code Z 206 Eb 15 9789027265159 06 10.1075/z.206 13 2017043994 00 EA E107 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-2017 01 02 2017 collection (152 titles) 05 02 2017 collection 01 01 Developmental Perspectives in Written Language and Literacy In honor of Ludo Verhoeven Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven 1 B01 01 JB code 28263054 Eliane Segers Segers, Eliane Eliane Segers Radboud University Nijmegen 07 https://benjamins.com/catalog/persons/28263054 2 B01 01 JB code 28263055 Paul Broek Broek, Paul Paul Broek Leiden University 07 https://benjamins.com/catalog/persons/28263055 01 eng 11 459 03 03 xi 03 00 447 03 01 23 418 03 2017 P129 04 Applied linguistics. 04 Language acquisition--Study and teaching. 04 Written communication--Study and teaching. 04 Bilingualism. 04 Psycholinguistics. 10 LAN013000 12 CJC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COGN Cognition and language 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.BIL Multilingualism 24 JB code LIN.PSYLIN Psycholinguistics 24 JB code LIN.WRIT Writing and literacy 01 06 02 00 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. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/z.206.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027212436.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027212436.tif 01 01 D503 https://benjamins.com/covers/1200_front/z.206.hb.png 01 01 D503 https://benjamins.com/covers/125/z.206.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/z.206.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/z.206.hb.png 01 01 JB code z.206.001pre 06 10.1075/z.206.001pre Miscellaneous 1 01 04 Preface Preface 01 01 JB code z.206.p1 06 10.1075/z.206.p1 Section header 2 01 04 Part I. Language and literacy development Part I. Language and literacy development 01 01 JB code z.206.01van 06 10.1075/z.206.01van 3 16 14 Chapter 3 01 04 How neuroscience can inform education How neuroscience can inform education 01 04 A case for prior knowledge effects on memory A case for prior knowledge effects on memory 1 A01 01 JB code 226314487 Marlieke T. R. van Kesteren van Kesteren, Marlieke T. R. Marlieke T. R. van Kesteren Department of Psychology, Stanford University, Stanford, California, United States/Faculty of Behavioural and Movement Sciences, section Educational Neuroscience, Institute for Brain and Behaviour, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands 07 https://benjamins.com/catalog/persons/226314487 2 A01 01 JB code 482314488 Dirk J. Ruiter Ruiter, Dirk J. Dirk J. Ruiter Department of Anatomy, Radboud University, Nijmegen Medical Centre, Nijmegen, The Netherlands 07 https://benjamins.com/catalog/persons/482314488 3 A01 01 JB code 745314489 Guillén Fernández Fernández, Guillén Guillén Fernández Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Nijmegen, The Netherlands/Department of Cognitive Neuroscience, Radboud University, Nijmegen Medical Centre, Nijmegen, The Netherlands 07 https://benjamins.com/catalog/persons/745314489 30 00

Neuroscientific and educational research have the potential to interact productively, because neuroscience investigates processes underlying core educational aims like knowledge acquisition. Combining these research areas therefore appears beneficial, but differences in experimental approach and limitations of neuroscience tools in terms of ecological validity hamper translation. Hence, a common approach that takes these differences into account is needed. Here, we will set out how neuroscience research on long-term memory formation, integration, and consolidation may be informative for education and we will speculate on links with literacy development. Because memory formation is a constructive process, newly learned memories are continuously related to and integrated with previously learned knowledge to form extensive knowledge structures. This integration process is suggested to strengthen memories and make them less vulnerable to forgetting. Education may therefore profit greatly from understanding the neural processes underlying optimal integration to achieve optimal building of knowledge structures, making learning more efficient and evidence based.

01 01 JB code z.206.02hag 06 10.1075/z.206.02hag 17 27 11 Chapter 4 01 04 The neural basis for primary and acquired language skills The neural basis for primary and acquired language skills 1 A01 01 JB code 582314490 Peter Hagoort Hagoort, Peter Peter Hagoort Donders Institute for Brain, Cognition and Behaviour/Max Planck Institute for Psycholinguistics/Radboud University, Nijmegen, the Netherlands 07 https://benjamins.com/catalog/persons/582314490 30 00

Reading is a cultural invention that needs to recruit cortical infrastructure that was not designed for it (cultural recycling of cortical maps). In the case of reading both visual cortex and networks for speech processing are recruited. Here I discuss current views on the neurobiological underpinnings of spoken language that deviate in a number of ways from the classical Wernicke-Lichtheim-Geschwind model. More areas than Broca’s and Wernicke’s region are involved in language. Moreover, a division along the axis of language production and language comprehension does not seem to be warranted. Instead, for central aspects of language processing neural infrastructure is shared between production and comprehension. Arguments are presented in favor of a dynamic network view, in which the functionality of a region is co-determined by the network of regions in which it is embedded at particular moments in time. Finally, core regions of language processing need to interact with other networks (e.g. the attentional networks and the ToM network) to establish full functionality of language and communication. The consequences of this architecture for reading are discussed.

01 01 JB code z.206.03pug 06 10.1075/z.206.03pug 29 49 21 Chapter 5 01 04 Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability 1 A01 01 JB code 598314491 Kenneth R. Pugh Pugh, Kenneth R. Kenneth R. Pugh Haskins Laboratories, University of Connecticut, Yale University 07 https://benjamins.com/catalog/persons/598314491 30 00

Good reading skills are crucial for success in the modern world. Reading disability (RD) is characterized as a brain-based difficulty in acquiring fluent decoding skill, usually associated with problems in operating on the phonological structures of language. In this chapter we briefly review recent findings from our lab and others which indicate that atypically developing children fail to organize a coherent attention and reading “circuits” that in typically developing (TD) readers comes online to support skilled processing. New discoveries on how gene-brain-behavior pathways in young children interact with environment and how all this impacts language development and reading outcomes. We also provide a brief overview of the latest research from our lab and others on the brain basis of treatment and remediation of language, attention and literacy challenges.

01 01 JB code z.206.04per 06 10.1075/z.206.04per 51 67 17 Chapter 6 01 04 Lexical quality revisited Lexical quality revisited 1 A01 01 JB code 94314493 Charles A. Perfetti Perfetti, Charles A. Charles A. Perfetti Learning Research and Development Center, University of Pittsburgh, Pittsburgh PA, USA 07 https://benjamins.com/catalog/persons/94314493 30 00

I examine the central ideas of the Lexical Quality Hypothesis (LQH), reviewing the early studies that motivated them, and discussing more recent research that further supports and refines them. This research shows the specific importance of the reader’s knowledge of word meanings in comprehension, the effects of spelling knowledge on word reading, and the fine-grain consequences for text reading when LQ has been experimentally manipulated during word learning. Studies of word-to-text integration provide a paradigm case for observing the reader’s use of word meaning knowledge during on-line comprehension. As a theoretical framework, the LQH has proved valuable for framing theoretical and practical questions about word knowledge and its role in reading.

01 01 JB code z.206.05dea 06 10.1075/z.206.05dea 69 84 16 Chapter 7 01 04 The role of metalinguistic and socio-cognitive factors in reading skill The role of metalinguistic and socio-cognitive factors in reading skill 1 A01 01 JB code 186314494 Hélène Deacon Deacon, Hélène Hélène Deacon Department of Psychology and Neuroscience, Dalhousie University, Canada 07 https://benjamins.com/catalog/persons/186314494 2 A01 01 JB code 273314495 Rebecca Tucker Tucker, Rebecca Rebecca Tucker Dalhousie University, Canada 07 https://benjamins.com/catalog/persons/273314495 3 A01 01 JB code 528314496 Bradley Bergey Bergey, Bradley Bradley Bergey Department of Secondary Education and Youth Services, Queens College, City University of New York, USA 07 https://benjamins.com/catalog/persons/528314496 30 00

We present here a review of recent research on the role of metalinguistic and socio-cognitive factors in reading skill. We first review research on how morphological awareness and orthographic processing impact the acquisition of reading skill. We show that the first might account for change over time, and the second may not. We then turn to our new studies examining the interplay between these two factors in reading development. In each of these domains, we test predictions of theories of reading development. Finally, we turn to research on a very different set of variables, which we term socio-cognitive. We explore the factors that support academic outcomes for university students with a history of reading difficulties, including the role of a range of coping strategies and support services. Together, we hope that this review inspires new inquiry into understanding the factors that underlie successful reading acquisition.

01 01 JB code z.206.06van 06 10.1075/z.206.06van 85 101 17 Chapter 8 01 04 Developing reading comprehension interventions Developing reading comprehension interventions 01 04 Perspectives from theory and practice Perspectives from theory and practice 1 A01 01 JB code 595314498 Paul Broek Broek, Paul Paul Broek Leiden University, The Netherlands/University of Minnesota, USA 07 https://benjamins.com/catalog/persons/595314498 2 A01 01 JB code 569314499 Christine A. Espin Espin, Christine A. Christine A. Espin Leiden University, The Netherlands/University of Minnesota, USA 07 https://benjamins.com/catalog/persons/569314499 3 A01 01 JB code 637314500 Kristen L. McMaster McMaster, Kristen L. Kristen L. McMaster University of Minnesota, USA 07 https://benjamins.com/catalog/persons/637314500 4 A01 01 JB code 268314501 Anne Helder Helder, Anne Anne Helder Leiden University, The Netherlands 07 https://benjamins.com/catalog/persons/268314501 30 00

In this chapter, we describe how research and knowledge from cognitive and educational sciences can be combined to address the question of how to improve comprehension in struggling readers. First, we provide an overview of cognitive processes in reading comprehension. Second, we describe a program of research in which we combined information from cognitive and educational sciences to develop a reading comprehension intervention, and present the results of a series of studies designed to examine the effects of the intervention on comprehension of struggling readers. Third, we discuss several thematic questions that emerged from our research. Throughout the chapter we discuss implications for theory, practice, and future research.

01 01 JB code z.206.07sal 06 10.1075/z.206.07sal 103 118 16 Chapter 9 01 04 Hunting for the links between word-level writing skills and text quality Hunting for the links between word-level writing skills and text quality 1 A01 01 JB code 150314502 Naymé Salas Salas, Naymé Naymé Salas Universitat Autònoma de Barcelona 07 https://benjamins.com/catalog/persons/150314502 2 A01 01 JB code 482314503 Liliana Tolchinsky Tolchinsky, Liliana Liliana Tolchinsky Universitat de Barcelona 07 https://benjamins.com/catalog/persons/482314503 30 00

A recurring claim in developmental models of written composition is that text quality depends to a large extent on efficient word-level writing skills (handwriting and spelling), at least in the early grades. In this chapter, we show that this assumption has a weak empirical basis because of (1) the unsystematic way in which the quality of written texts has been assessed, and (2) the inconclusiveness of findings about the word-text writing relationship in developmental studies of writing. We claim that the demands of transcription have been overestimated, while the explanatory power of high-level components has been majorly overlooked. We conclude that it is the command of high-level text features and skills what makes learning to write a complex, life-long process.

01 01 JB code z.206.08rav 06 10.1075/z.206.08rav 119 135 17 Chapter 10 01 04 The development of Hebrew conjunct constructions in narration The development of Hebrew conjunct constructions in narration 1 A01 01 JB code 270314504 Dorit Ravid Ravid, Dorit Dorit Ravid Tel Aviv University 07 https://benjamins.com/catalog/persons/270314504 2 A01 01 JB code 585314505 Liat Hershkovitz Hershkovitz, Liat Liat Hershkovitz Tel Aviv University 07 https://benjamins.com/catalog/persons/585314505 30 00

The current chapter describes a psycholinguistic study of the development of conjunct constructions, a multi-functional coordinated syntactic structure that lies at the heart of complex Hebrew syntax, which can express variegated content in syntactically complex structures. Conjunct constructions in narratives written by 150 Hebrew-speaking children, adolescents and adults were analyzed in terms of syntactic structure and function, lexical semantics, and discourse functions. Results indicate that this construction emerges as a simplex event-telling form, gaining in complexity and fulfilling more functions with age and schooling level, with a concomitant increase in the interface with other forms of complex syntax. The chapter concludes with an illustration of these developments in two narratives and a discussion of the role of language-specific constructions in language acquisition.

01 01 JB code z.206.09sno 06 10.1075/z.206.09sno 137 147 11 Chapter 11 01 04 Motivation and engagement in language and literacy development Motivation and engagement in language and literacy development 1 A01 01 JB code 501314506 Catherine E. Snow Snow, Catherine E. Catherine E. Snow Harvard Graduate School of Education, USA 07 https://benjamins.com/catalog/persons/501314506 30 00

In this chapter, I argue that certain facts about early and later first language development, second language learning, and literacy development can only be understood if we acknowledge the role of motivation and engagement. Young children are naturally motivated to engage in the social interactions with adults that give them access to language, and develop language forms to satisfy their needs for attention and, ultimately information. Literacy development is much more likely to be successful among learners who have had positive affective experiences with books as young children, and among adolescents, access to engaging content and opportunities to debate and discuss are prime supports to ongoing literacy learning.

01 01 JB code z.206.10seg 06 10.1075/z.206.10seg 149 163 15 Chapter 12 01 04 Children's hypertext comprehension Children’s hypertext comprehension 1 A01 01 JB code 374314507 Eliane Segers Segers, Eliane Eliane Segers Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands/Department of Instructional Technology, University of Twente, Enschede, The Netherlands 07 https://benjamins.com/catalog/persons/374314507 30 00

The present chapter gives an overview of the literature on hypertext comprehension, children’s hypertext comprehension and individual variation therein, ending with a perspective for future research. Hypertext comprehension requires the reader to make bridging inferences between the different parts of the text, which requires more background knowledge than when reading a linear text. Especially readers low in prior knowledge thus experience problems in the comprehension of hypertext, but these are also the ones who benefit from a hierarchical structure or a graphical overview. This is also the case for children. Future research should address the comprehension of networked hypertexts, also in groups of children with comprehension problems. For these groups, intervention research is needed to arrive at methods to improve hypertext comprehension.

01 01 JB code Z.206.p2 06 10.1075/Z.206.p2 Section header 13 01 04 Part II. Multilingual language and literacy development Part II. Multilingual language and literacy development 01 01 JB code z.206.11dur 06 10.1075/z.206.11dur 167 182 16 Chapter 14 01 04 An updated review of cross-language transfer and its educational implications An updated review of cross-language transfer and its educational implications 1 A01 01 JB code 709314508 Aydın Yücesan Durgunoğlu Durgunoğlu, Aydın Yücesan Aydın Yücesan Durgunoğlu University of Minnesota Duluth 07 https://benjamins.com/catalog/persons/709314508 30 00

As individuals develop literacy in two (or more) languages, how are the proficiencies across languages interrelated? In this chapter, the recent findings on cross-language transfer are summarized and areas that need more research are identified. The reviewed studies support the idea that cross language transfer can be considered a metalinguistic/metacognitive ability that is observed under certain contexts, such as when the first language has a strong foundation due to the presence of some of the following factors: formal educational experiences, learner aptitude, and facilitative sociocultural context. Also, readers’ resources in one language are more likely to be recruited when resources in the other language are unavailable or weak, and the existing resources are perceived to be relevant. These patterns have implications for developing educational programs using L1 as a foundation.

01 01 JB code z.206.12sie 06 10.1075/z.206.12sie 183 197 15 Chapter 15 01 04 The influence of first language on learning English as an additional language The influence of first language on learning English as an additional language 1 A01 01 JB code 316314509 Linda S. Siegel Siegel, Linda S. Linda S. Siegel University of British Columbia 07 https://benjamins.com/catalog/persons/316314509 2 A01 01 JB code 294314510 Orly Lipka Lipka, Orly Orly Lipka Haifa University 07 https://benjamins.com/catalog/persons/294314510 01 01 JB code z.206.13gev 06 10.1075/z.206.13gev 199 217 19 Chapter 16 01 04 Multilingual learners Multilingual learners 01 04 Vocabulary and beyond Vocabulary and beyond 1 A01 01 JB code 258314511 Esther Geva Geva, Esther Esther Geva Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada 07 https://benjamins.com/catalog/persons/258314511 2 A01 01 JB code 628314512 Christie Fraser Fraser, Christie Christie Fraser 07 https://benjamins.com/catalog/persons/628314512 30 00

The simple view of reading (SVR; Gough & Tunmer, 1986) proposes that decoding and language comprehension are pivotal for reading comprehension. Vocabulary breadth is a frequently used measure of language comprehension in studies of second language (L2) and multilingual children including those carried out within the SVR framework. The general objective of this chapter is discuss complementary perspectives on vocabulary skills in second language (L2) and multilingual children. These include the notion of inter-lingual transfer and a distinction between vocabulary breadth and depth, lexical inferencing, and attending to conjunctions – a special category of vocabulary that deals with higher-order language. The chapter highlights some of the ways that vocabulary can be challenging to multilingual learners. The chapter concludes with some suggestions for future directions for research.

01 01 JB code z.206.14lam 06 10.1075/z.206.14lam 219 236 18 Chapter 17 01 04 A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts 1 A01 01 JB code 407314513 Katie Lam Lam, Katie Katie Lam McMaster University, Hamilton, Canada 07 https://benjamins.com/catalog/persons/407314513 2 A01 01 JB code 669314514 Xi Chen Chen, Xi Xi Chen Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada 07 https://benjamins.com/catalog/persons/669314514 3 A01 01 JB code 3314515 Poh Wee Koh Koh, Poh Wee Poh Wee Koh 07 https://benjamins.com/catalog/persons/3314515 4 A01 01 JB code 226314516 Alexandra Gottardo Gottardo, Alexandra Alexandra Gottardo Wilfrid Laurier University, Waterloo, Canada 07 https://benjamins.com/catalog/persons/226314516 30 00

This longitudinal study tested whether contributions of phonological awareness and morphological awareness to Chinese vocabulary and character reading measured one year later were similar for monolingual Chinese-speaking children in China and Chinese-English bilingual children in Canada. Participants included 79 Canadian and 93 Chinese children in kindergarten or Grade 1 at Time 1. Hierarchical regression models revealed that across groups, morphological awareness accounted for similar portions of significant variance in vocabulary and character reading. However, phonological awareness showed stronger relations to character reading among the monolinguals than the bilinguals. The findings highlight both the universal and context-dependent aspects of Chinese language and literacy development.

01 01 JB code z.206.15ver 06 10.1075/z.206.15ver 237 255 19 Chapter 18 01 04 Development of qualifiers in children's written stories Development of qualifiers in children’s written stories 1 A01 01 JB code 200314517 Anne Vermeer Vermeer, Anne Anne Vermeer Tilburg University, Tilburg, The Netherlands 07 https://benjamins.com/catalog/persons/200314517 2 A01 01 JB code 307314518 Joey Ceglarek Ceglarek, Joey Joey Ceglarek 07 https://benjamins.com/catalog/persons/307314518 30 00

In general, stories written by children in which many details are used are perceived as being more attractive. However, the use of stylistic elements in children’s writings has scarcely been described. We investigated stories written by 320 elementary school children from grades 3 to 6, focusing on the qualifiers they used to describe persons, objects and actions: names, relationships, intensifiers, adjectives and adverbs, sizes, prices, colors, details, and words to express modality, place and directions. The results showed a significant growth from grade 3 to 6 in the number of qualifiers. Dutch-L1 outperformed Dutch-L2 children in almost all these qualifiers. Girls used significantly more names, intensifiers, adjectives and adverbs in their description of persons, objects and actions than boys.

01 01 JB code z.206.16van 06 10.1075/z.206.16van 257 273 17 Chapter 19 01 04 Individual variation in syntactic processing in the second language Individual variation in syntactic processing in the second language 01 04 Electrophysiological approaches Electrophysiological approaches 1 A01 01 JB code 372314519 Janet G. Hell Hell, Janet G. Janet G. Hell Department of Psychology and Center for Language Science, Pennsylvania State University, University Park, USA 07 https://benjamins.com/catalog/persons/372314519 2 A01 01 JB code 50314520 Fatemeh Abdollahi Abdollahi, Fatemeh Fatemeh Abdollahi 07 https://benjamins.com/catalog/persons/50314520 30 00

This chapter reviews research on how individual differences in linguistic and cognitive abilities influence syntactic processing in the second language (L2). We briefly discuss individual variability in L2 syntactic processing through the lens of behavioral measurements, followed by a more extensive review of electrophysiological (i.e., Event-Related Potentials, ERP) studies on L2 syntactic processing. Relative to the behavioral literature, fewer ERP studies have examined individual variability in L2 syntactic processing and the large majority of these studies focused on only two factors: Age of Acquisition and L2 proficiency. We also discuss studies that used correlational and regression analyses and oscillatory neural dynamics and complex network analysis. We conclude the chapter with a discussion of studies that examined inter-individual variation in ERP response profiles associated with L2 and L1 syntactic processing in L2 learners, and the application of the Response-Dominance Index to quantify individual variability in ERP response profiles.

01 01 JB code z.206.p3 06 10.1075/z.206.p3 Section header 20 01 04 Part III. Language and literacy development in special populations and its implications Part III. Language and literacy development in special populations and its implications 01 01 JB code z.206.17bos 06 10.1075/z.206.17bos 277 293 17 Chapter 21 01 04 How to teach children reading and spelling How to teach children reading and spelling 1 A01 01 JB code 468314521 Anna M.T. Bosman Bosman, Anna M.T. Anna M.T. Bosman Behavioural Science Institute and School of Educational Sciences, Radboud University, Nijmegen, The Netherlands 07 https://benjamins.com/catalog/persons/468314521 2 A01 01 JB code 609314522 J.L.M. Schraven Schraven, J.L.M. J.L.M. Schraven Stichting TGM, Zuthpen, the Netherlands 07 https://benjamins.com/catalog/persons/609314522 30 00

The effectiveness of the Dutch reading and spelling didactic ‘How to teach children reading and spelling’ (HTCRS), developed by Schraven (1994/2013) was empirically tested in children attending special education. HTCRS is based on the principles of direct and classroom instruction, and the task analysis of reading and spelling. Reading and spelling performance of first-grade pupils from three different schools was longitudinally tested from the beginning until the end of the first school year. There were no differences in literacy skills at the beginning, but at the end of the year substantially better performance emerged for those pupils who received instruction according to the HTCRS approach. Theoretically-based principles underlying HTRCS are presented as well as the main aspects of the didactics.

01 01 JB code z.206.18gra 06 10.1075/z.206.18gra 295 313 19 Chapter 22 01 04 Two technologies to help adults with reading difficulties improve their comprehension Two technologies to help adults with reading difficulties improve their comprehension 1 A01 01 JB code 286314523 Arthur C. Graesser Graesser, Arthur C. Arthur C. Graesser University of Memphis, Memphis, USA 07 https://benjamins.com/catalog/persons/286314523 2 A01 01 JB code 569314524 Shi Feng Feng, Shi Shi Feng 07 https://benjamins.com/catalog/persons/569314524 3 A01 01 JB code 876314525 Zhiqiang Cai Cai, Zhiqiang Zhiqiang Cai 07 https://benjamins.com/catalog/persons/876314525 30 00

A proficient reader is skilled at interpreting and comprehending text at multiple levels of language and discourse. This chapter describes two technologies that are designed to help adult readers who have reading difficulties at various levels. One technology (called AutoTutor) has two computer agents (a tutor and peer) that engage the adult reader in conversational trialogues designed to improve reading comprehension skills at multiple levels of language and discourse. A second technology (called Coh-Metrix) automatically scales texts on discourse formality as well as more specific levels, such as word abstractness, syntactic complexity, discourse cohesion, and narrativity (versus informational discourse). Scaling texts on difficulty is important for adults to read texts at an appropriate level of difficulty – not too easy or difficult.

01 01 JB code z.206.19ker 06 10.1075/z.206.19ker 315 331 17 Chapter 23 01 04 Can poor readers be good learners? Can poor readers be good learners? 01 04 Non-adjacent dependency learning in adults with dyslexia Non-adjacent dependency learning in adults with dyslexia 1 A01 01 JB code 702314526 Annemarie Kerkhoff Kerkhoff, Annemarie Annemarie Kerkhoff UU, Utrecht Institute of Linguistics 07 https://benjamins.com/catalog/persons/702314526 2 A01 01 JB code 901314527 Elise Bree Bree, Elise Elise Bree UVA, Department of Child Development and Education 07 https://benjamins.com/catalog/persons/901314527 3 A01 01 JB code 990314528 Frank Wijnen Wijnen, Frank Frank Wijnen UU, Utrecht Institute of Linguistics 07 https://benjamins.com/catalog/persons/990314528 30 00

This study aimed to test whether adults with dyslexia are impaired at non-adjacent dependency learning, and whether potential learning difficulties are domain-specific or not. Participants were familiarised with one of two artificial languages containing dependencies between the first and third element of a string of nonsense words, e.g. “tep wadim lut”. Dyslexic and non-dyslexic adults were equally good at learning the dependencies, although a trend towards a group difference was found when test sentences contained novel middle words, requiring generalisation of the pattern. The groups did not differ on learning dependencies between unfamiliar shapes in a visual experiment. These results provide tentative support for a domain-specific learning deficit for adults with dyslexia, suggesting that they may be poorer at generalizing from language input.

01 01 JB code z.206.20van 06 10.1075/z.206.20van 333 348 16 Chapter 24 01 04 The shift of the role of early intervention in the study of dyslexia The shift of the role of early intervention in the study of dyslexia 1 A01 01 JB code 888314529 Aryan Leij Leij, Aryan Aryan Leij University of Amsterdam, Amsterdam, The Netherlands 07 https://benjamins.com/catalog/persons/888314529 30 00

To be diagnosed as a specific learning disorder, the influence of ineffective instruction has to be excluded in dyslexia. Because the quality of ‘instruction-as-usual’ shows great variation, early intervention has been advocated as a tool to study dyslexia. There are two contrasting views. The first view is that early intervention sheds light on the causal relationship between targeted cognitive precursors and dyslexia. In contrast, the response-to-intervention approach (RTI) advocates that intervention is a way to exclude poor instruction as a cause of dyslexia. Family risk intervention studies are described as exponent of the first approach, followed by some examples of RTI. It is concluded that the cause-excluding approach is more supported by the evidence than the cause-supporting view.

01 01 JB code z.206.21dej 06 10.1075/z.206.21dej Chapter 25 01 04 Issues in diagnosing dyslexia Issues in diagnosing dyslexia 1 A01 01 JB code 18314530 Peter F. Jong Jong, Peter F. Peter F. Jong University of Amsterdam, Amsterdam, The Netherlands 07 https://benjamins.com/catalog/persons/18314530 2 A01 01 JB code 845314531 Elsje Bergen Bergen, Elsje Elsje Bergen Vrije Universiteit Amsterdam, Amsterdam, The Netherlands 07 https://benjamins.com/catalog/persons/845314531 30 00

Since the first descriptions of children with congenital word blindness or dyslexia, the proper criteria for diagnosis of dyslexia have been debated. Issues in this debate concern, among others, the role of underlying causes of reading and spelling and the use of a discrepancy between reading ability and intelligence. This chapter will consider recent evidence from family risk studies of dyslexia that speaks to these issues. We conclude that current evidence on the etiology of developmental disorders neither supports a specific underlying cognitive profile (e.g., phonological deficits), nor the requirement of a discrepancy with intelligence. Deciding factors in diagnosis should be lack of learning opportunity, other exclusion factors, and naturally the degree of reading and spelling difficulties.

01 01 JB code z.206.22van 06 10.1075/z.206.22van 363 378 16 Chapter 26 01 04 Imagery in reading and reading disabilities Imagery in reading and reading disabilities 1 A01 01 JB code 394314532 Kees P. Bos Bos, Kees P. Kees P. Bos University of Groningen, Groningen, The Netherlands 07 https://benjamins.com/catalog/persons/394314532 30 00

This chapter describes dual coding theory (DCT) and also refers to theories of embodied cognition and multimedia applications. It is suggested that these multiple coding (i.e., verbal and imagery coding) theories should be embedded in education, rather than focusing on verbal coding alone. Imagery coding seems to be an understudied and underestimated component in education, in particular in diagnosing and remediating poor literacy development. Suggestions for measurements of verbal and imagery abilities and styles are made. In the middle and final sections of this chapter DCT applications to reading models and reading disabilities are discussed. Suggestions for improvement of education and reading interventions are made.

01 01 JB code z.206.23rei 06 10.1075/z.206.23rei 379 398 20 Chapter 27 01 04 Written narratives in children with autism Written narratives in children with autism 1 A01 01 JB code 908314533 Judy Reilly Reilly, Judy Judy Reilly San Diego State University, University of California, San Diego, USA 07 https://benjamins.com/catalog/persons/908314533 2 A01 01 JB code 808314534 Lara Polse Polse, Lara Lara Polse 07 https://benjamins.com/catalog/persons/808314534 3 A01 01 JB code 146314535 Janie Lai Lai, Janie Janie Lai 07 https://benjamins.com/catalog/persons/146314535 30 00

Children with Autism Spectrum Disorder (ASD) who are high functioning often perform in the normal range on standardized language measures, but they show impairments in the social use of spoken language, especially in more naturalistic situations. As they enter school, literacy, that is, learning to read and write, becomes the principal linguistic challenge; in this chapter, we look at written personal narratives from school-age children with ASD. The narrative texts are analyzed for both structural aspects of language as well as social discourse, i.e., narrative structure. Our findings indicate that children with ASD write shorter narratives, make more morphological errors, and use fewer and less diverse complex sentences than the typically developing children. They also show impoverished use of some social discourse elements in their written narratives. Our results are discussed in light of potential explanations including Frith’s (1989) theory of “Weak Central Coherence”.

01 01 JB code z.206.24ste 06 10.1075/z.206.24ste 399 411 13 Chapter 28 01 04 Advancing interventions for children with motor restrictions Advancing interventions for children with motor restrictions 1 A01 01 JB code 258314536 Bert Steenbergen Steenbergen, Bert Bert Steenbergen Radboud University, Nijmegen, the Netherlands/Australian Catholic University, Melbourne, Australia 07 https://benjamins.com/catalog/persons/258314536 30 00

The two most common congenital motor disorders Cerebral Palsy (CP) and Developmental Coordination Disorder (DCD) collectively represent about 6–10% of the child population. These disorders have profound developmental consequences for the child and place him/her at a significant disadvantage or risk, particularly in view of recent societal changes to the educational system and the health care system. Moreover, these children face challenges in daily life beyond their compromised motor ability and that are related to cognitive skills and scholastic performance. In light of current societal changes, there is a pressing need to optimize therapeutic approaches such that motor function and cognitive skills of this vulnerable group of children is promoted. The major challenge is to study and develop alternative cost-effective and evidence-based treatment methods for these children.

01 01 JB code z.206.25van 06 10.1075/z.206.25van 413 439 27 Chapter 29 01 04 Assessment of communicative competence in children with severe developmental disorders Assessment of communicative competence in children with severe developmental disorders 1 A01 01 JB code 637314537 Hans Balkom Balkom, Hans Hans Balkom Behavioural Science Institute, Radboud University Nijmegen, the Netherlands/Milo Foundation, Schijndel, the Netherlands/Royal Kentalis, Sint-Michielsgestel, the Netherlands 07 https://benjamins.com/catalog/persons/637314537 2 A01 01 JB code 229314538 Stijn Deckers Deckers, Stijn Stijn Deckers Expertisecentrum Nederlands, Nijmegen, The Netherlands 07 https://benjamins.com/catalog/persons/229314538 3 A01 01 JB code 608314539 Judith Stoep Stoep, Judith Judith Stoep 07 https://benjamins.com/catalog/persons/608314539 30 00

This chapter discusses the Communicative Competence Profile (CCP); a socio-neurocognitive assessment method which provides a reasoning and explanatory model to guide clinical decision making for goal setting in intervention on communicative competence for children with severe developmental disorders (SDD). The central underlying notion of the CCP is that information on the development and organization of communication and language competence in the brain provides insight in the overall development and learning capacity, more specifically language and literacy acquisition. The CCP helps to disentangle a combination of mutually reinforcing disorders. Research evidence is gathered from socio-neurocognitive studies, affording reasoning and explanatory schemes to substantiate goal setting for intervention. A clinical case study illustrates the application of the CCP.

01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/z.206 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20171221 C 2017 John Benjamins D 2017 John Benjamins 02 WORLD 13 15 9789027212436 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027265159 21 01 00 Unqualified price 02 99.00 EUR 01 00 Unqualified price 02 83.00 GBP GB 01 00 Unqualified price 02 149.00 USD
633017094 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code Z 206 Hb 15 9789027212436 06 10.1075/z.206 13 2017028719 00 BB 08 940 gr 01 01 Developmental Perspectives in Written Language and Literacy In honor of Ludo Verhoeven Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven 1 B01 01 JB code 28263054 Eliane Segers Segers, Eliane Eliane Segers Radboud University Nijmegen 07 https://benjamins.com/catalog/persons/28263054 2 B01 01 JB code 28263055 Paul Broek Broek, Paul Paul Broek Leiden University 07 https://benjamins.com/catalog/persons/28263055 01 eng 11 459 03 03 xi 03 00 447 03 01 23 418 03 2017 P129 04 Applied linguistics. 04 Language acquisition--Study and teaching. 04 Written communication--Study and teaching. 04 Bilingualism. 04 Psycholinguistics. 10 LAN013000 12 CJC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COGN Cognition and language 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.BIL Multilingualism 24 JB code LIN.PSYLIN Psycholinguistics 24 JB code LIN.WRIT Writing and literacy 01 06 02 00 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. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/z.206.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027212436.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027212436.tif 01 01 D503 https://benjamins.com/covers/1200_front/z.206.hb.png 01 01 D503 https://benjamins.com/covers/125/z.206.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/z.206.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/z.206.hb.png 01 01 JB code z.206.001pre 06 10.1075/z.206.001pre Miscellaneous 1 01 04 Preface Preface 01 01 JB code z.206.p1 06 10.1075/z.206.p1 Section header 2 01 04 Part I. Language and literacy development Part I. Language and literacy development 01 01 JB code z.206.01van 06 10.1075/z.206.01van 3 16 14 Chapter 3 01 04 How neuroscience can inform education How neuroscience can inform education 01 04 A case for prior knowledge effects on memory A case for prior knowledge effects on memory 1 A01 01 JB code 226314487 Marlieke T. R. van Kesteren van Kesteren, Marlieke T. R. Marlieke T. R. van Kesteren Department of Psychology, Stanford University, Stanford, California, United States/Faculty of Behavioural and Movement Sciences, section Educational Neuroscience, Institute for Brain and Behaviour, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands 07 https://benjamins.com/catalog/persons/226314487 2 A01 01 JB code 482314488 Dirk J. Ruiter Ruiter, Dirk J. Dirk J. Ruiter Department of Anatomy, Radboud University, Nijmegen Medical Centre, Nijmegen, The Netherlands 07 https://benjamins.com/catalog/persons/482314488 3 A01 01 JB code 745314489 Guillén Fernández Fernández, Guillén Guillén Fernández Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Nijmegen, The Netherlands/Department of Cognitive Neuroscience, Radboud University, Nijmegen Medical Centre, Nijmegen, The Netherlands 07 https://benjamins.com/catalog/persons/745314489 30 00

Neuroscientific and educational research have the potential to interact productively, because neuroscience investigates processes underlying core educational aims like knowledge acquisition. Combining these research areas therefore appears beneficial, but differences in experimental approach and limitations of neuroscience tools in terms of ecological validity hamper translation. Hence, a common approach that takes these differences into account is needed. Here, we will set out how neuroscience research on long-term memory formation, integration, and consolidation may be informative for education and we will speculate on links with literacy development. Because memory formation is a constructive process, newly learned memories are continuously related to and integrated with previously learned knowledge to form extensive knowledge structures. This integration process is suggested to strengthen memories and make them less vulnerable to forgetting. Education may therefore profit greatly from understanding the neural processes underlying optimal integration to achieve optimal building of knowledge structures, making learning more efficient and evidence based.

01 01 JB code z.206.02hag 06 10.1075/z.206.02hag 17 27 11 Chapter 4 01 04 The neural basis for primary and acquired language skills The neural basis for primary and acquired language skills 1 A01 01 JB code 582314490 Peter Hagoort Hagoort, Peter Peter Hagoort Donders Institute for Brain, Cognition and Behaviour/Max Planck Institute for Psycholinguistics/Radboud University, Nijmegen, the Netherlands 07 https://benjamins.com/catalog/persons/582314490 30 00

Reading is a cultural invention that needs to recruit cortical infrastructure that was not designed for it (cultural recycling of cortical maps). In the case of reading both visual cortex and networks for speech processing are recruited. Here I discuss current views on the neurobiological underpinnings of spoken language that deviate in a number of ways from the classical Wernicke-Lichtheim-Geschwind model. More areas than Broca’s and Wernicke’s region are involved in language. Moreover, a division along the axis of language production and language comprehension does not seem to be warranted. Instead, for central aspects of language processing neural infrastructure is shared between production and comprehension. Arguments are presented in favor of a dynamic network view, in which the functionality of a region is co-determined by the network of regions in which it is embedded at particular moments in time. Finally, core regions of language processing need to interact with other networks (e.g. the attentional networks and the ToM network) to establish full functionality of language and communication. The consequences of this architecture for reading are discussed.

01 01 JB code z.206.03pug 06 10.1075/z.206.03pug 29 49 21 Chapter 5 01 04 Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability 1 A01 01 JB code 598314491 Kenneth R. Pugh Pugh, Kenneth R. Kenneth R. Pugh Haskins Laboratories, University of Connecticut, Yale University 07 https://benjamins.com/catalog/persons/598314491 30 00

Good reading skills are crucial for success in the modern world. Reading disability (RD) is characterized as a brain-based difficulty in acquiring fluent decoding skill, usually associated with problems in operating on the phonological structures of language. In this chapter we briefly review recent findings from our lab and others which indicate that atypically developing children fail to organize a coherent attention and reading “circuits” that in typically developing (TD) readers comes online to support skilled processing. New discoveries on how gene-brain-behavior pathways in young children interact with environment and how all this impacts language development and reading outcomes. We also provide a brief overview of the latest research from our lab and others on the brain basis of treatment and remediation of language, attention and literacy challenges.

01 01 JB code z.206.04per 06 10.1075/z.206.04per 51 67 17 Chapter 6 01 04 Lexical quality revisited Lexical quality revisited 1 A01 01 JB code 94314493 Charles A. Perfetti Perfetti, Charles A. Charles A. Perfetti Learning Research and Development Center, University of Pittsburgh, Pittsburgh PA, USA 07 https://benjamins.com/catalog/persons/94314493 30 00

I examine the central ideas of the Lexical Quality Hypothesis (LQH), reviewing the early studies that motivated them, and discussing more recent research that further supports and refines them. This research shows the specific importance of the reader’s knowledge of word meanings in comprehension, the effects of spelling knowledge on word reading, and the fine-grain consequences for text reading when LQ has been experimentally manipulated during word learning. Studies of word-to-text integration provide a paradigm case for observing the reader’s use of word meaning knowledge during on-line comprehension. As a theoretical framework, the LQH has proved valuable for framing theoretical and practical questions about word knowledge and its role in reading.

01 01 JB code z.206.05dea 06 10.1075/z.206.05dea 69 84 16 Chapter 7 01 04 The role of metalinguistic and socio-cognitive factors in reading skill The role of metalinguistic and socio-cognitive factors in reading skill 1 A01 01 JB code 186314494 Hélène Deacon Deacon, Hélène Hélène Deacon Department of Psychology and Neuroscience, Dalhousie University, Canada 07 https://benjamins.com/catalog/persons/186314494 2 A01 01 JB code 273314495 Rebecca Tucker Tucker, Rebecca Rebecca Tucker Dalhousie University, Canada 07 https://benjamins.com/catalog/persons/273314495 3 A01 01 JB code 528314496 Bradley Bergey Bergey, Bradley Bradley Bergey Department of Secondary Education and Youth Services, Queens College, City University of New York, USA 07 https://benjamins.com/catalog/persons/528314496 30 00

We present here a review of recent research on the role of metalinguistic and socio-cognitive factors in reading skill. We first review research on how morphological awareness and orthographic processing impact the acquisition of reading skill. We show that the first might account for change over time, and the second may not. We then turn to our new studies examining the interplay between these two factors in reading development. In each of these domains, we test predictions of theories of reading development. Finally, we turn to research on a very different set of variables, which we term socio-cognitive. We explore the factors that support academic outcomes for university students with a history of reading difficulties, including the role of a range of coping strategies and support services. Together, we hope that this review inspires new inquiry into understanding the factors that underlie successful reading acquisition.

01 01 JB code z.206.06van 06 10.1075/z.206.06van 85 101 17 Chapter 8 01 04 Developing reading comprehension interventions Developing reading comprehension interventions 01 04 Perspectives from theory and practice Perspectives from theory and practice 1 A01 01 JB code 595314498 Paul Broek Broek, Paul Paul Broek Leiden University, The Netherlands/University of Minnesota, USA 07 https://benjamins.com/catalog/persons/595314498 2 A01 01 JB code 569314499 Christine A. Espin Espin, Christine A. Christine A. Espin Leiden University, The Netherlands/University of Minnesota, USA 07 https://benjamins.com/catalog/persons/569314499 3 A01 01 JB code 637314500 Kristen L. McMaster McMaster, Kristen L. Kristen L. McMaster University of Minnesota, USA 07 https://benjamins.com/catalog/persons/637314500 4 A01 01 JB code 268314501 Anne Helder Helder, Anne Anne Helder Leiden University, The Netherlands 07 https://benjamins.com/catalog/persons/268314501 30 00

In this chapter, we describe how research and knowledge from cognitive and educational sciences can be combined to address the question of how to improve comprehension in struggling readers. First, we provide an overview of cognitive processes in reading comprehension. Second, we describe a program of research in which we combined information from cognitive and educational sciences to develop a reading comprehension intervention, and present the results of a series of studies designed to examine the effects of the intervention on comprehension of struggling readers. Third, we discuss several thematic questions that emerged from our research. Throughout the chapter we discuss implications for theory, practice, and future research.

01 01 JB code z.206.07sal 06 10.1075/z.206.07sal 103 118 16 Chapter 9 01 04 Hunting for the links between word-level writing skills and text quality Hunting for the links between word-level writing skills and text quality 1 A01 01 JB code 150314502 Naymé Salas Salas, Naymé Naymé Salas Universitat Autònoma de Barcelona 07 https://benjamins.com/catalog/persons/150314502 2 A01 01 JB code 482314503 Liliana Tolchinsky Tolchinsky, Liliana Liliana Tolchinsky Universitat de Barcelona 07 https://benjamins.com/catalog/persons/482314503 30 00

A recurring claim in developmental models of written composition is that text quality depends to a large extent on efficient word-level writing skills (handwriting and spelling), at least in the early grades. In this chapter, we show that this assumption has a weak empirical basis because of (1) the unsystematic way in which the quality of written texts has been assessed, and (2) the inconclusiveness of findings about the word-text writing relationship in developmental studies of writing. We claim that the demands of transcription have been overestimated, while the explanatory power of high-level components has been majorly overlooked. We conclude that it is the command of high-level text features and skills what makes learning to write a complex, life-long process.

01 01 JB code z.206.08rav 06 10.1075/z.206.08rav 119 135 17 Chapter 10 01 04 The development of Hebrew conjunct constructions in narration The development of Hebrew conjunct constructions in narration 1 A01 01 JB code 270314504 Dorit Ravid Ravid, Dorit Dorit Ravid Tel Aviv University 07 https://benjamins.com/catalog/persons/270314504 2 A01 01 JB code 585314505 Liat Hershkovitz Hershkovitz, Liat Liat Hershkovitz Tel Aviv University 07 https://benjamins.com/catalog/persons/585314505 30 00

The current chapter describes a psycholinguistic study of the development of conjunct constructions, a multi-functional coordinated syntactic structure that lies at the heart of complex Hebrew syntax, which can express variegated content in syntactically complex structures. Conjunct constructions in narratives written by 150 Hebrew-speaking children, adolescents and adults were analyzed in terms of syntactic structure and function, lexical semantics, and discourse functions. Results indicate that this construction emerges as a simplex event-telling form, gaining in complexity and fulfilling more functions with age and schooling level, with a concomitant increase in the interface with other forms of complex syntax. The chapter concludes with an illustration of these developments in two narratives and a discussion of the role of language-specific constructions in language acquisition.

01 01 JB code z.206.09sno 06 10.1075/z.206.09sno 137 147 11 Chapter 11 01 04 Motivation and engagement in language and literacy development Motivation and engagement in language and literacy development 1 A01 01 JB code 501314506 Catherine E. Snow Snow, Catherine E. Catherine E. Snow Harvard Graduate School of Education, USA 07 https://benjamins.com/catalog/persons/501314506 30 00

In this chapter, I argue that certain facts about early and later first language development, second language learning, and literacy development can only be understood if we acknowledge the role of motivation and engagement. Young children are naturally motivated to engage in the social interactions with adults that give them access to language, and develop language forms to satisfy their needs for attention and, ultimately information. Literacy development is much more likely to be successful among learners who have had positive affective experiences with books as young children, and among adolescents, access to engaging content and opportunities to debate and discuss are prime supports to ongoing literacy learning.

01 01 JB code z.206.10seg 06 10.1075/z.206.10seg 149 163 15 Chapter 12 01 04 Children's hypertext comprehension Children’s hypertext comprehension 1 A01 01 JB code 374314507 Eliane Segers Segers, Eliane Eliane Segers Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands/Department of Instructional Technology, University of Twente, Enschede, The Netherlands 07 https://benjamins.com/catalog/persons/374314507 30 00

The present chapter gives an overview of the literature on hypertext comprehension, children’s hypertext comprehension and individual variation therein, ending with a perspective for future research. Hypertext comprehension requires the reader to make bridging inferences between the different parts of the text, which requires more background knowledge than when reading a linear text. Especially readers low in prior knowledge thus experience problems in the comprehension of hypertext, but these are also the ones who benefit from a hierarchical structure or a graphical overview. This is also the case for children. Future research should address the comprehension of networked hypertexts, also in groups of children with comprehension problems. For these groups, intervention research is needed to arrive at methods to improve hypertext comprehension.

01 01 JB code Z.206.p2 06 10.1075/Z.206.p2 Section header 13 01 04 Part II. Multilingual language and literacy development Part II. Multilingual language and literacy development 01 01 JB code z.206.11dur 06 10.1075/z.206.11dur 167 182 16 Chapter 14 01 04 An updated review of cross-language transfer and its educational implications An updated review of cross-language transfer and its educational implications 1 A01 01 JB code 709314508 Aydın Yücesan Durgunoğlu Durgunoğlu, Aydın Yücesan Aydın Yücesan Durgunoğlu University of Minnesota Duluth 07 https://benjamins.com/catalog/persons/709314508 30 00

As individuals develop literacy in two (or more) languages, how are the proficiencies across languages interrelated? In this chapter, the recent findings on cross-language transfer are summarized and areas that need more research are identified. The reviewed studies support the idea that cross language transfer can be considered a metalinguistic/metacognitive ability that is observed under certain contexts, such as when the first language has a strong foundation due to the presence of some of the following factors: formal educational experiences, learner aptitude, and facilitative sociocultural context. Also, readers’ resources in one language are more likely to be recruited when resources in the other language are unavailable or weak, and the existing resources are perceived to be relevant. These patterns have implications for developing educational programs using L1 as a foundation.

01 01 JB code z.206.12sie 06 10.1075/z.206.12sie 183 197 15 Chapter 15 01 04 The influence of first language on learning English as an additional language The influence of first language on learning English as an additional language 1 A01 01 JB code 316314509 Linda S. Siegel Siegel, Linda S. Linda S. Siegel University of British Columbia 07 https://benjamins.com/catalog/persons/316314509 2 A01 01 JB code 294314510 Orly Lipka Lipka, Orly Orly Lipka Haifa University 07 https://benjamins.com/catalog/persons/294314510 01 01 JB code z.206.13gev 06 10.1075/z.206.13gev 199 217 19 Chapter 16 01 04 Multilingual learners Multilingual learners 01 04 Vocabulary and beyond Vocabulary and beyond 1 A01 01 JB code 258314511 Esther Geva Geva, Esther Esther Geva Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada 07 https://benjamins.com/catalog/persons/258314511 2 A01 01 JB code 628314512 Christie Fraser Fraser, Christie Christie Fraser 07 https://benjamins.com/catalog/persons/628314512 30 00

The simple view of reading (SVR; Gough & Tunmer, 1986) proposes that decoding and language comprehension are pivotal for reading comprehension. Vocabulary breadth is a frequently used measure of language comprehension in studies of second language (L2) and multilingual children including those carried out within the SVR framework. The general objective of this chapter is discuss complementary perspectives on vocabulary skills in second language (L2) and multilingual children. These include the notion of inter-lingual transfer and a distinction between vocabulary breadth and depth, lexical inferencing, and attending to conjunctions – a special category of vocabulary that deals with higher-order language. The chapter highlights some of the ways that vocabulary can be challenging to multilingual learners. The chapter concludes with some suggestions for future directions for research.

01 01 JB code z.206.14lam 06 10.1075/z.206.14lam 219 236 18 Chapter 17 01 04 A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts 1 A01 01 JB code 407314513 Katie Lam Lam, Katie Katie Lam McMaster University, Hamilton, Canada 07 https://benjamins.com/catalog/persons/407314513 2 A01 01 JB code 669314514 Xi Chen Chen, Xi Xi Chen Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada 07 https://benjamins.com/catalog/persons/669314514 3 A01 01 JB code 3314515 Poh Wee Koh Koh, Poh Wee Poh Wee Koh 07 https://benjamins.com/catalog/persons/3314515 4 A01 01 JB code 226314516 Alexandra Gottardo Gottardo, Alexandra Alexandra Gottardo Wilfrid Laurier University, Waterloo, Canada 07 https://benjamins.com/catalog/persons/226314516 30 00

This longitudinal study tested whether contributions of phonological awareness and morphological awareness to Chinese vocabulary and character reading measured one year later were similar for monolingual Chinese-speaking children in China and Chinese-English bilingual children in Canada. Participants included 79 Canadian and 93 Chinese children in kindergarten or Grade 1 at Time 1. Hierarchical regression models revealed that across groups, morphological awareness accounted for similar portions of significant variance in vocabulary and character reading. However, phonological awareness showed stronger relations to character reading among the monolinguals than the bilinguals. The findings highlight both the universal and context-dependent aspects of Chinese language and literacy development.

01 01 JB code z.206.15ver 06 10.1075/z.206.15ver 237 255 19 Chapter 18 01 04 Development of qualifiers in children's written stories Development of qualifiers in children’s written stories 1 A01 01 JB code 200314517 Anne Vermeer Vermeer, Anne Anne Vermeer Tilburg University, Tilburg, The Netherlands 07 https://benjamins.com/catalog/persons/200314517 2 A01 01 JB code 307314518 Joey Ceglarek Ceglarek, Joey Joey Ceglarek 07 https://benjamins.com/catalog/persons/307314518 30 00

In general, stories written by children in which many details are used are perceived as being more attractive. However, the use of stylistic elements in children’s writings has scarcely been described. We investigated stories written by 320 elementary school children from grades 3 to 6, focusing on the qualifiers they used to describe persons, objects and actions: names, relationships, intensifiers, adjectives and adverbs, sizes, prices, colors, details, and words to express modality, place and directions. The results showed a significant growth from grade 3 to 6 in the number of qualifiers. Dutch-L1 outperformed Dutch-L2 children in almost all these qualifiers. Girls used significantly more names, intensifiers, adjectives and adverbs in their description of persons, objects and actions than boys.

01 01 JB code z.206.16van 06 10.1075/z.206.16van 257 273 17 Chapter 19 01 04 Individual variation in syntactic processing in the second language Individual variation in syntactic processing in the second language 01 04 Electrophysiological approaches Electrophysiological approaches 1 A01 01 JB code 372314519 Janet G. Hell Hell, Janet G. Janet G. Hell Department of Psychology and Center for Language Science, Pennsylvania State University, University Park, USA 07 https://benjamins.com/catalog/persons/372314519 2 A01 01 JB code 50314520 Fatemeh Abdollahi Abdollahi, Fatemeh Fatemeh Abdollahi 07 https://benjamins.com/catalog/persons/50314520 30 00

This chapter reviews research on how individual differences in linguistic and cognitive abilities influence syntactic processing in the second language (L2). We briefly discuss individual variability in L2 syntactic processing through the lens of behavioral measurements, followed by a more extensive review of electrophysiological (i.e., Event-Related Potentials, ERP) studies on L2 syntactic processing. Relative to the behavioral literature, fewer ERP studies have examined individual variability in L2 syntactic processing and the large majority of these studies focused on only two factors: Age of Acquisition and L2 proficiency. We also discuss studies that used correlational and regression analyses and oscillatory neural dynamics and complex network analysis. We conclude the chapter with a discussion of studies that examined inter-individual variation in ERP response profiles associated with L2 and L1 syntactic processing in L2 learners, and the application of the Response-Dominance Index to quantify individual variability in ERP response profiles.

01 01 JB code z.206.p3 06 10.1075/z.206.p3 Section header 20 01 04 Part III. Language and literacy development in special populations and its implications Part III. Language and literacy development in special populations and its implications 01 01 JB code z.206.17bos 06 10.1075/z.206.17bos 277 293 17 Chapter 21 01 04 How to teach children reading and spelling How to teach children reading and spelling 1 A01 01 JB code 468314521 Anna M.T. Bosman Bosman, Anna M.T. Anna M.T. Bosman Behavioural Science Institute and School of Educational Sciences, Radboud University, Nijmegen, The Netherlands 07 https://benjamins.com/catalog/persons/468314521 2 A01 01 JB code 609314522 J.L.M. Schraven Schraven, J.L.M. J.L.M. Schraven Stichting TGM, Zuthpen, the Netherlands 07 https://benjamins.com/catalog/persons/609314522 30 00

The effectiveness of the Dutch reading and spelling didactic ‘How to teach children reading and spelling’ (HTCRS), developed by Schraven (1994/2013) was empirically tested in children attending special education. HTCRS is based on the principles of direct and classroom instruction, and the task analysis of reading and spelling. Reading and spelling performance of first-grade pupils from three different schools was longitudinally tested from the beginning until the end of the first school year. There were no differences in literacy skills at the beginning, but at the end of the year substantially better performance emerged for those pupils who received instruction according to the HTCRS approach. Theoretically-based principles underlying HTRCS are presented as well as the main aspects of the didactics.

01 01 JB code z.206.18gra 06 10.1075/z.206.18gra 295 313 19 Chapter 22 01 04 Two technologies to help adults with reading difficulties improve their comprehension Two technologies to help adults with reading difficulties improve their comprehension 1 A01 01 JB code 286314523 Arthur C. Graesser Graesser, Arthur C. Arthur C. Graesser University of Memphis, Memphis, USA 07 https://benjamins.com/catalog/persons/286314523 2 A01 01 JB code 569314524 Shi Feng Feng, Shi Shi Feng 07 https://benjamins.com/catalog/persons/569314524 3 A01 01 JB code 876314525 Zhiqiang Cai Cai, Zhiqiang Zhiqiang Cai 07 https://benjamins.com/catalog/persons/876314525 30 00

A proficient reader is skilled at interpreting and comprehending text at multiple levels of language and discourse. This chapter describes two technologies that are designed to help adult readers who have reading difficulties at various levels. One technology (called AutoTutor) has two computer agents (a tutor and peer) that engage the adult reader in conversational trialogues designed to improve reading comprehension skills at multiple levels of language and discourse. A second technology (called Coh-Metrix) automatically scales texts on discourse formality as well as more specific levels, such as word abstractness, syntactic complexity, discourse cohesion, and narrativity (versus informational discourse). Scaling texts on difficulty is important for adults to read texts at an appropriate level of difficulty – not too easy or difficult.

01 01 JB code z.206.19ker 06 10.1075/z.206.19ker 315 331 17 Chapter 23 01 04 Can poor readers be good learners? Can poor readers be good learners? 01 04 Non-adjacent dependency learning in adults with dyslexia Non-adjacent dependency learning in adults with dyslexia 1 A01 01 JB code 702314526 Annemarie Kerkhoff Kerkhoff, Annemarie Annemarie Kerkhoff UU, Utrecht Institute of Linguistics 07 https://benjamins.com/catalog/persons/702314526 2 A01 01 JB code 901314527 Elise Bree Bree, Elise Elise Bree UVA, Department of Child Development and Education 07 https://benjamins.com/catalog/persons/901314527 3 A01 01 JB code 990314528 Frank Wijnen Wijnen, Frank Frank Wijnen UU, Utrecht Institute of Linguistics 07 https://benjamins.com/catalog/persons/990314528 30 00

This study aimed to test whether adults with dyslexia are impaired at non-adjacent dependency learning, and whether potential learning difficulties are domain-specific or not. Participants were familiarised with one of two artificial languages containing dependencies between the first and third element of a string of nonsense words, e.g. “tep wadim lut”. Dyslexic and non-dyslexic adults were equally good at learning the dependencies, although a trend towards a group difference was found when test sentences contained novel middle words, requiring generalisation of the pattern. The groups did not differ on learning dependencies between unfamiliar shapes in a visual experiment. These results provide tentative support for a domain-specific learning deficit for adults with dyslexia, suggesting that they may be poorer at generalizing from language input.

01 01 JB code z.206.20van 06 10.1075/z.206.20van 333 348 16 Chapter 24 01 04 The shift of the role of early intervention in the study of dyslexia The shift of the role of early intervention in the study of dyslexia 1 A01 01 JB code 888314529 Aryan Leij Leij, Aryan Aryan Leij University of Amsterdam, Amsterdam, The Netherlands 07 https://benjamins.com/catalog/persons/888314529 30 00

To be diagnosed as a specific learning disorder, the influence of ineffective instruction has to be excluded in dyslexia. Because the quality of ‘instruction-as-usual’ shows great variation, early intervention has been advocated as a tool to study dyslexia. There are two contrasting views. The first view is that early intervention sheds light on the causal relationship between targeted cognitive precursors and dyslexia. In contrast, the response-to-intervention approach (RTI) advocates that intervention is a way to exclude poor instruction as a cause of dyslexia. Family risk intervention studies are described as exponent of the first approach, followed by some examples of RTI. It is concluded that the cause-excluding approach is more supported by the evidence than the cause-supporting view.

01 01 JB code z.206.21dej 06 10.1075/z.206.21dej Chapter 25 01 04 Issues in diagnosing dyslexia Issues in diagnosing dyslexia 1 A01 01 JB code 18314530 Peter F. Jong Jong, Peter F. Peter F. Jong University of Amsterdam, Amsterdam, The Netherlands 07 https://benjamins.com/catalog/persons/18314530 2 A01 01 JB code 845314531 Elsje Bergen Bergen, Elsje Elsje Bergen Vrije Universiteit Amsterdam, Amsterdam, The Netherlands 07 https://benjamins.com/catalog/persons/845314531 30 00

Since the first descriptions of children with congenital word blindness or dyslexia, the proper criteria for diagnosis of dyslexia have been debated. Issues in this debate concern, among others, the role of underlying causes of reading and spelling and the use of a discrepancy between reading ability and intelligence. This chapter will consider recent evidence from family risk studies of dyslexia that speaks to these issues. We conclude that current evidence on the etiology of developmental disorders neither supports a specific underlying cognitive profile (e.g., phonological deficits), nor the requirement of a discrepancy with intelligence. Deciding factors in diagnosis should be lack of learning opportunity, other exclusion factors, and naturally the degree of reading and spelling difficulties.

01 01 JB code z.206.22van 06 10.1075/z.206.22van 363 378 16 Chapter 26 01 04 Imagery in reading and reading disabilities Imagery in reading and reading disabilities 1 A01 01 JB code 394314532 Kees P. Bos Bos, Kees P. Kees P. Bos University of Groningen, Groningen, The Netherlands 07 https://benjamins.com/catalog/persons/394314532 30 00

This chapter describes dual coding theory (DCT) and also refers to theories of embodied cognition and multimedia applications. It is suggested that these multiple coding (i.e., verbal and imagery coding) theories should be embedded in education, rather than focusing on verbal coding alone. Imagery coding seems to be an understudied and underestimated component in education, in particular in diagnosing and remediating poor literacy development. Suggestions for measurements of verbal and imagery abilities and styles are made. In the middle and final sections of this chapter DCT applications to reading models and reading disabilities are discussed. Suggestions for improvement of education and reading interventions are made.

01 01 JB code z.206.23rei 06 10.1075/z.206.23rei 379 398 20 Chapter 27 01 04 Written narratives in children with autism Written narratives in children with autism 1 A01 01 JB code 908314533 Judy Reilly Reilly, Judy Judy Reilly San Diego State University, University of California, San Diego, USA 07 https://benjamins.com/catalog/persons/908314533 2 A01 01 JB code 808314534 Lara Polse Polse, Lara Lara Polse 07 https://benjamins.com/catalog/persons/808314534 3 A01 01 JB code 146314535 Janie Lai Lai, Janie Janie Lai 07 https://benjamins.com/catalog/persons/146314535 30 00

Children with Autism Spectrum Disorder (ASD) who are high functioning often perform in the normal range on standardized language measures, but they show impairments in the social use of spoken language, especially in more naturalistic situations. As they enter school, literacy, that is, learning to read and write, becomes the principal linguistic challenge; in this chapter, we look at written personal narratives from school-age children with ASD. The narrative texts are analyzed for both structural aspects of language as well as social discourse, i.e., narrative structure. Our findings indicate that children with ASD write shorter narratives, make more morphological errors, and use fewer and less diverse complex sentences than the typically developing children. They also show impoverished use of some social discourse elements in their written narratives. Our results are discussed in light of potential explanations including Frith’s (1989) theory of “Weak Central Coherence”.

01 01 JB code z.206.24ste 06 10.1075/z.206.24ste 399 411 13 Chapter 28 01 04 Advancing interventions for children with motor restrictions Advancing interventions for children with motor restrictions 1 A01 01 JB code 258314536 Bert Steenbergen Steenbergen, Bert Bert Steenbergen Radboud University, Nijmegen, the Netherlands/Australian Catholic University, Melbourne, Australia 07 https://benjamins.com/catalog/persons/258314536 30 00

The two most common congenital motor disorders Cerebral Palsy (CP) and Developmental Coordination Disorder (DCD) collectively represent about 6–10% of the child population. These disorders have profound developmental consequences for the child and place him/her at a significant disadvantage or risk, particularly in view of recent societal changes to the educational system and the health care system. Moreover, these children face challenges in daily life beyond their compromised motor ability and that are related to cognitive skills and scholastic performance. In light of current societal changes, there is a pressing need to optimize therapeutic approaches such that motor function and cognitive skills of this vulnerable group of children is promoted. The major challenge is to study and develop alternative cost-effective and evidence-based treatment methods for these children.

01 01 JB code z.206.25van 06 10.1075/z.206.25van 413 439 27 Chapter 29 01 04 Assessment of communicative competence in children with severe developmental disorders Assessment of communicative competence in children with severe developmental disorders 1 A01 01 JB code 637314537 Hans Balkom Balkom, Hans Hans Balkom Behavioural Science Institute, Radboud University Nijmegen, the Netherlands/Milo Foundation, Schijndel, the Netherlands/Royal Kentalis, Sint-Michielsgestel, the Netherlands 07 https://benjamins.com/catalog/persons/637314537 2 A01 01 JB code 229314538 Stijn Deckers Deckers, Stijn Stijn Deckers Expertisecentrum Nederlands, Nijmegen, The Netherlands 07 https://benjamins.com/catalog/persons/229314538 3 A01 01 JB code 608314539 Judith Stoep Stoep, Judith Judith Stoep 07 https://benjamins.com/catalog/persons/608314539 30 00

This chapter discusses the Communicative Competence Profile (CCP); a socio-neurocognitive assessment method which provides a reasoning and explanatory model to guide clinical decision making for goal setting in intervention on communicative competence for children with severe developmental disorders (SDD). The central underlying notion of the CCP is that information on the development and organization of communication and language competence in the brain provides insight in the overall development and learning capacity, more specifically language and literacy acquisition. The CCP helps to disentangle a combination of mutually reinforcing disorders. Research evidence is gathered from socio-neurocognitive studies, affording reasoning and explanatory schemes to substantiate goal setting for intervention. A clinical case study illustrates the application of the CCP.

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