Handbook of Language and Literacy: Development and Disorders

Handbook of Language and Literacy: Development and Disorders

Handbook of Language and Literacy: Development and Disorders

Handbook of Language and Literacy: Development and Disorders


"This book is designed for practitioners and researchers in speech-language pathology, special education, and literacy, as well as advanced students in these areas. It is also a text for graduate-level courses in child language disorders and reading disabilities." Title Summary field provided by Blackwell North America, Inc. All Rights Reserved


This handbook is one of the first volumes in the new Guilford series Challenges in Language and Literacy. In developing the Handbook, it was our hope that it would embody many of the themes of the series, which aims to integrate interdisciplinary perspectives on language and literacy with empirically based principles and procedures for promoting effective learning outcomes in diverse students. The series is based on the premise that oral and written language skills are functionally intertwined in individual development. Understanding the complexity of this relationship requires the collaborative contributions of scholars and practitioners from multiple disciplines. The series focuses on typical and atypical language and literacy development from the preschool years to young adulthood. The goal is to provide informative, timely resources for a broad audience, including practitioners, scholars, and students in the fields of language science and disorders, educational psychology, general education, special education, and learning disabilities.

In developing our plan for the Handbook, we had three purposes in mind. First, we wanted the content to provide researchers, professionals, and graduate students with state-of-theart knowledge regarding theory and research focused on linkages between spoken language development and typical and atypical literacy development. The integration of language and literacy has become an increasing focus within both the field of education and the field of speech–language pathology. Despite this converging set of emphases, few resources are currently available that incorporate these issues into a single volume. We hope that this book helps to fill that gap.

Our second aim in developing the Handbook was to offer a comprehensive examination of the empirical evidence on the integration of language-related processes with literacy instruction and its outcomes. All too often, literacy instruction takes place in a manner suggestive, consciously or unconsciously, of the independence of the processes of language and reading/ writing. It is our conviction that such an approach misses rich opportunities to improve the effectiveness of educational efforts.

Our third aim was to emphasize the benefits of a multidisciplinary approach to the study of language and literacy. In designing the Handbook, we have assembled contributors with multiple perspectives from the disciplines of language science and disorders, special education, and cognitive and educational psychology, among others, to address the complex issues surrounding the dynamic interactions among language processes and typical and atypical literacy development. This combination embodies our joint conviction that progress cannot be . . .

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