Speaking, Reading, and Writing in Children with Language Learning Disabilities: New Paradigms in Research and Practice

By Katharine G. Butler; Elaine R. Silliman | Go to book overview

Subject Index

A
African American Vernacular English (AAVE)
age-referenced approach, 120–127
auxiliary verbs, 116, 123, 129–130, 140, 141
AAVE and SAE features, overlap between, 115, 118, 125, 127, 130–131
clause length measures, 123
code switching, 124
complex syntax, 123, 124, 125
contrastive dialect analysis approach, 129–133
contrastive features, 128
cultural identification, 119
culturally less biased measures of language processing, 110, 126–127
dialect density measure (DDM), 124, 125, 126, 129–130
ebonics controversy, 113
factors in learning to read and spell
cultural conflict hypothesis, 113
instructional hypothesis, 114
moderator variable hypothesis, 114
phonological sensitivity hypothesis, 115, 119, 125, 134, 138, 140
linguistic markers of spoken language impairment, 125, 129, 133, 141
linguistic zeros, 116, 123
morphosyntactic development, 118, 120, 125–126
noncontrastive analysis approach, 127–129
noncontrastive features, 128
obligatory linguistic contexts, 129, 133, 141
phonological features, 117
regional variations, 117, 120, 127
Southern African American Vernacular English (SAAVE), 129, 130, 133
reading, 140
type and frequency of feature use, 119
variables affecting, 124, 126
variable inclusions, 116, 117, 119, 123, 126, 128, 129, 141
co-occurrence relations, 126
zero copula, 116, 130, 133
Americans with Disabilities Act (ADA) (1990), 297, 298, 309–310, 316, 318, 324
comparison of provisions
with IDEA, 319, 320, 321
with Rehabilitation Act (1973), 319, 321, 322
with Section 504, 319, 320, 321, 322, 323, 324
impairment, definition of, 323
reasonable accommodations, 310
in post-secondary education, 322, 326–327, 329–333
Ascendancy hypothesis, 14
illusory recovery, 14
Attention deficit-hyperactivity disorder (ADHD), 100–101

C
Causes of reading disability
causal chain model, 7
cause and consequence, 13, 20, 58
distributed causality perspective, 10, 13, 14
unitary perspective, 8, 13, 14
phonological core deficit, 7
phonological skills, 33
Classroom discourse, 152, 157, 159, 161, 170–171

-355-

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