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“This handbook provides an extensive resource in all aspects of typical and atypical literacy development....Practitioners, researchers, and students in the fields of language science and disorders, literacy, speech–language pathology, special education, and educational psychology especially will benefit from the comprehensive examination of how language-related processes integrate with literacy instruction....Covers all aspects of literacy....It would be of great value to college and university departments and reference sections.”

—Education Libraries (on the first edition)


“Challenges the literacy community to rethink the meaning of difference, particularly as it relates to students' language and literacy acquisition in U.S. public schools....Provides insights into the politics of difference [and] helps us to recast our vision of effective instruction for atypical language and literacy learners....The Handbook has important messages for literacy teacher educators.”

—Reading Research Quarterly (on the first edition)


“This second edition of the Handbook of Language and Literacy is a timely follow-up to the well-received first edition. The contributors provide a welcome balance of researchers and practitioners. The book integrates theoretical and practical issues in both spoken and written language and their relationships to literacy learning, including second-language learning. Covering both typical development and disorders in the same handbook makes this an ideal text for programs in general and special education; language sciences; and psychology. My graduate students lit up with enthusiasm when I shared this volume with them.”

—Virginia W. Berninger, PhD, Department of Educational Psychology, University of Washington


“A rerun is rarely better than the first run, but the second edition of the Handbook of Language and Literacy surpasses a very good first showing by a country mile. I appreciate the comprehensive coverage provided by the contributing authors, especially their attention to new topics such as digital literacy, RTI, interdisciplinary literacy, and ELL instruction.”

—Steve Graham, EdD, Warner Professor, Mary Lou Fulton Teachers College, Arizona State University


“The volume provides an exceptionally broad and thorough review of current research concerning the theoretical, methodological, and service delivery issues involved in treating individuals with language and literacy challenges. The impressive group of contributors represents the wide range of disciplines with interest in these individuals. The editors have produced a seminal reference that will be indispensable for professionals in the field.”

—Alan Kamhi, PhD, Department of Communication Sciences and Disorders, University of North Carolina at Greensboro


“A state-of-the-art resource for educators who recognize the power and potential of an interdisciplinary approach to language development and literacy learning, this handbook has been a trusted source since its original publication. Cutting-edge topics in the second edition include digital literacy, disciplinary literacy, RTI, and second-language acquisition, all carefully contextualized for 21st-century educators and learners. This is an important text for graduate-level education courses and a 'must' for the preparation of reading specialists, reading teachers, and literacy coaches. Understanding the critical relationship between language and literacy is the only path to effective reading instruction and intervention.”

—Barbara A. Marinak, PhD, School of Education and Human Services, Mount St. Mary's University

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Table of Contents

I. Theoretical and Methodological Issues in the Study of Language and Literacy Disorders

1. Atypical Language and Literacy Development: Toward an Integrative Framework, C. Addison Stone and Julie E. Learned

2. Genetics of Language and Literacy Impairments, Jeffrey W. Gilger

3. Neurobiological Basis of Language and Reading: Typical and Impaired Processing, Maria Mody and Joanna A. Christodoulou

4. Cognitive Processes Underlying Typical and Atypical Second-Language and Literacy Development, Kathleen F. Peets

5. In the Service of Questions: From Mixed-Methods to Question-Based Integrative Designs in Social Research, Elizabeth Birr Moje

II. The Political and Social Contexts of Language and Literacy Acquisition

6. Policy and Practice Issues for Students at Risk in Language and Literacy Learning: Back to the Future, Elaine R. Silliman and Louise C. Wilkinson

7. Reframing Literacy for a Screen-Based Age: A Case for Digital Mindsets, Claire Wyatt-Smith and Kay Kimber

8. Becoming Bilingual and Biliterate: Sociolinguistic and Sociopolitical Considerations, Ofelia García

9. The Case for Increasing Emphasis on Vocabulary Instruction in the Early Years, Susan B. Neuman and Tanya S. Wright

10. Social and Affective Factors in Children with Language Impairment: Implications for Literacy Learning, Bonnie Brinton and Martin Fujiki

11. Fostering Children’s Emergent Literacy Development: The Role of Family Practices, Christina Yeager Pelatti, Laura M. Justice, Jill M. Pentimonti, and Mary Beth Schmitt

12. Language Variation and Literacy Learning: The Case of African American English, Julie A. Washington, Nicole Patton Terry, and Mark S. Seidenberg

III. Language Processes Underlying Atypical Literacy Learning: Complementary Perspectives

13. Phonological Processing Deficits and Literacy Learning: Current Evidence and Future Directions, Gary A. Troia

14. Individual Differences in Word Learning and Reading Ability, Suzanne M. Adlof and Charles A. Perfetti

15. Morphemes Matter: How Morphological Knowledge Contributes to Reading and Writing, Joanne F. Carlisle and Amanda P. Goodwin

16. Syntactic Contributions to Literacy Learning, Cheryl M. Scott and Nicole M. Koonce

17. The Linguistic Challenges of Learning across Academic Disciplines, Zhihui Fang, Mary J. Schleppegrell, and Jason Moore

18. Perspective-Taking and Reading Comprehension of Narratives: Lessons Learned from The Bean, Mavis L. Donahue

19. A Language Perspective on Executive Functioning, Metacognition, and Self-Regulation in Reading, Carol E. Westby

20. Bilingual Children with Language Learning Disabilities: Convergence in Conceptual, Linguistic, and Cultural Circles of Knowledge, María Brea-Spahn

IV. Addressing the Needs of Individuals with Language and Literacy Challenges

Word Recognition

21. Developmental Variation in Reading Words, Linnea C. Ehri, Cláudia Cardoso-Martins, and Julia M. Carroll

22. Word Recognition Assessment Frameworks, Froma P. Roth

23. Teaching Students with Reading Disability to Read Words, Rollanda E. O’Connor and Sean J. Davidson

Reading Comprehension

24. Difficulties with Reading Comprehension, Nell K. Duke, Kelly B. Cartwright, and Katherine R. Hilden

25. Assessment of Reading Comprehension, Janice M. Keenan

26. The Spoken-Written Comprehension Connection: Constructive Intervention Strategies, Geraldine P. Wallach, Stephen Charlton, and Julie Christie Bartholomew

Writing Composition

27. Developmental Variations in the Production of Written Text: Challenges for Students Who Struggle with Writing, Julie E. Dockrell

28. Classroom-Based Writing Assessment, Nickola Wolf Nelson

29. Learning and Instruction in Writing, Gert Rijlaarsdam, Tanja Janssen, Martine Braaksma, Elke Van Steendam, Kris Van den Branden, Michel Couzijn, and Lieve Verheyden

Spelling

30. Spelling Development and Disability in English, Derrick C. Bourassa, and Rebecca Treiman

31. Spelling Assessment Frameworks, Julie J. Masterson and Kenn Apel

32. Spelling: Instructional and Intervention Frameworks, Julie A. Wolter and Katie Squires

Special Considerations

33. Adolescents Who Struggle and 21st-Century Literacy, Barbara J. Ehren, B. Keith Ben Hanania Lenz, and Donald D. Deshler

34. Response to Intervention for Teaching and Learning in Language and Literacy, Karen K. Wixson, Marjorie Y. Lipson, and Sheila W. Valencia

35. English Language Learners: Instructional Practices to Promote Literacy Development, Lucinda Soltero-González, Janette K. Klingner, and Edilberto Cano-Rodríquez

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About the Editors

C. Addison Stone, PhD, is Professor Emeritus in the School of Education at the University of Michigan. He served previously as Professor and Head of the Learning Disabilities Program in the Department of Communication Sciences and Disorders at Northwestern University. Dr. Stone's research interests center on the social contexts of typical and atypical language, cognitive, and social development, with a particular interest in children with learning disabilities and language disorders.

Elaine R. Silliman, PhD, CCC-SLP, is Professor Emeritus of Communication Sciences and Disorders and Courtesy Professor of Psychology at the University of South Florida. She is a Fellow of the American Speech-Language-Hearing Association (ASHA) and the International Academy for Research in Learning Disabilities (IARLD). Dr. Silliman's research focuses on academic language proficiency in children and adolescents who are struggling with reading, writing, and spelling, including monolingual English-speaking children with social dialect variations and bilingual (Spanish-English) children.

• All titles by Elaine R. Silliman

Barbara J. Ehren, EdD, CCC-SLP, is Professor and Chair of Communication Sciences and Disorders at the University of Central Florida, where she directs the doctoral program that focuses on language and literacy for learners who struggle. She is a Fellow of the ASHA and the IARLD, and is a Board Recognized Specialist in Child Language. Dr. Ehren's research focuses on adolescent literacy, with a special interest in schoolwide initiatives, including RTI.

Geraldine P. Wallach, PhD, CCC-SLP, is Professor and the Clinic Director in the Department of Communicative Disorders at California State University, Long Beach. An ASHA Fellow, she has received Outstanding Achievement Awards from the Massachusetts and California Speech-Language-Hearing Associations. Dr. Wallach has published and presented widely on language learning disabilities.

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Contributors

Suzanne Adlof, PhD, Department of Communication Sciences and Disorders, University of South Carolina, Columbia, South Carolina

Kenn Apel, PhD, Department of Communication Sciences and Disorders, University of South Carolina, Columbia, South Carolina

Julie Christie Bartholomew, MA, CCC-SLP, Mount Diablo Unified School District, Mount Diablo, California

Derrick C. Bourassa, PhD, Department of Psychology, University of Winnipeg, Winnipeg, Manitoba, Canada

Martine Braaksma, PhD, Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands

Bonnie Brinton, PhD, Department of Communication Disorders, Brigham Young University, Provo, Utah

María Brea-Spahn, PhD, Department of Communication Sciences and Disorders, University of South Florida, Tampa, Florida

Edilberto Cano-Rodríquez, University of Colorado at Boulder, Boulder, Colorado

Cláudia Cardoso-Martins, PhD, Department of Psychology, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

Joanne F. Carlisle, PhD, School of Education, University of Michigan, Ann Arbor, Michigan

Julia M. Carroll, PhD, Department of Developmental Psychology, University of Warwick, Coventry, United Kingdom

Kelly B. Cartwright, PhD, Christopher Newport University, Newport News, Virginia

Stephen Charlton, MA, CCC-SLP, Huntington Beach Union High School District, Huntington Beach, California

Joanna A. Christodoulou, EdD, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts; Harvard University, Cambridge, Massachusetts

Michel Couzijn, PhD, University of Amsterdam and Pieter Nieuwland College, Amsterdam, The Netherlands

Sean J. Davidson, MA, University of California, Riverside, Riverside, California

Donald D. Deshler, PhD, Center for Research on Learning and Department of Special Education, University of Kansas, Lawrence, Kansas

Julie E. Dockrell, PhD,Department of Psychology and Special Needs, Institute of Education, London, United Kingdom

Mavis L. Donahue, PhD, University of Illinois at Chicago, Chicago, Illinois

Nell K. Duke, EdD, Program of Language, Literacy, and Culture, Department of Educational Studies, University of Michigan, Ann Arbor, Michigan

Barbara J. Ehren, EdD, CCC-SLP, Department of Communication Sciences and Disorders, University of Central Florida, Orlando, Florida

Linnea C. Ehri, PhD, Departments of Educational Psychology and Speech, Language and Hearing Sciences, Graduate Center of the City University of New York, New York, New York

Zhihui Fang, PhD, School of Teaching and Learning, University of Florida, Gainesville, Florida

Martin Fujiki, PhD, Department of Communication Disorders, Brigham Young University, Provo, Utah

Ofelia García, PhD, Urban Education and Hispanic Literature and Language Programs, Graduate Center of the City University of New York, New York, New York

Jeffrey W. Gilger, PhD, Department of Psychological Sciences, University of California Merced, Merced, California

Amanda P. Goodwin, PhD, Department of Language, Literacy, and Culture, Peabody College of Vanderbilt University, Nashville, Tennessee

Katherine R. Hilden, PhD,Department of Literacy Education, Radford University, Radford, Virginia

Tanja Janssen, PhD, Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands

Laura M. Justice, PhD, CCC-SLP, School of Teaching and Learning, Ohio State University, Columbus, Ohio

Janice M. Keenan, PhD, Department of Psychology, University of Denver, Denver, Colorado

Kay Kimber, PhD, Griffith University, Nathan, Queensland, Australia; Brisbane Girls Grammar School, Brisbane, Queensland, Australia

Janette K. Klingner, PhD, Department of Bilingual Special Education, University of Colorado at Boulder, Boulder, Colorado

Nicole M. Koonce, PhD, Department of Special Education, University of Illinois at Chicago, Chicago, Illinois

Julie E. Learned, MEd, Program of Language, Literacy, and Culture, Department of Educational Studies, University of Michigan, Ann Arbor, Michigan

B. Keith Ben Hanania Lenz, PhD, SRI International, Princeton, New Jersey

Marjorie Y. Lipson, PhD, Department of Education, University of Vermont, Burlington, Vermont

Julie J. Masterson, PhD, Department of Communication Sciences and Disorders, Missouri State University, Springfield, Missouri

Maria Mody, PhD, Department of Radiology, Harvard Medical School, Boston, Massachusetts

Elizabeth Birr Moje, PhD, Department of Educational Studies, University of Michigan, Ann Arbor, Michigan

Jason Moore, MA, School of Education, University of Michigan, Ann Arbor, Michigan

Nickola Wolf Nelson, PhD,Department of Speech Pathology and Audiology, Western Michigan University, Kalamazoo, Michigan

Susan B. Neuman, PhD, Department of Educational Studies, School of Education, University of Michigan, Ann Arbor, Michigan; Department of Teaching and Learning, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

Rollanda E. O’Connor, PhD, Department of Learning Disabilities, University of California, Riverside, Riverside, California

Kathleen F. Peets, EdD, Department of Early Childhood Studies, Ryerson University, Toronto, Ontario, Canada

Christina Yeager Pelatti, PhD, CCC-SLP, School of Teaching and Learning, Ohio State University, Columbus, Ohio

Jill Pentimonti, PhD, School of Teaching and Learning, Ohio State University, Columbus, Ohio

Charles A. Perfetti, PhD, Learning Research and Development Center and Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania

Gert Rijlaarsdam, PhD, University of Amsterdam, Amsterdam, The Netherlands

Froma P. Roth, PhD, CCC-SLP, Department of Hearing and Speech Sciences, College of Behavioral and Social Sciences, University of Maryland, College Park

Mary J. Schleppegrell, PhD,Department of Education, University of Michigan, Ann Arbor

Mary Beth Schmitt, MS, CCC-SLP, Department of Speech and Hearing Science, Ohio State University, Columbus, Ohio

Cheryl M. Scott, PhD, Department of Communication Disorders and Sciences, Rush University, Chicago, Illinois

Mark S. Seidenberg, PhD, Department of Psychology, University of Wisconsin–Madison, Madison, Wisconsin

Elaine R. Silliman, PhD, CCC-SLP, Department of Communication Sciences and Disorders (Emerita), University of South Florida, Tampa, Florida

Lucinda Soltero-González, PhD, Department of Bilingual/ESL/Multicultural Education, University of Colorado at Boulder, Boulder, Colorado

Katie Squires, MS, CCC-SLP, Department of Special Education and Rehabilitation, Utah State University, Logan, Utah

C. Addison Stone, PhD, School of Education (Emeritus), University of Michigan, Ann Arbor, Michigan

Nicole Patton Terry, PhD, Department of Educational Psychology and Special Education, Georgia State University, Atlanta, Georgia

Rebecca Treiman, PhD, Department of Psychology, Washington University in St. Louis, St. Louis, Missouri

Gary A. Troia, PhD,Department of Special Education, Michigan State University, East Lansing, Michigan

Sheila W. Valencia, PhD, Department of Language, Literacy, and Culture, University of Washington, Seattle, Washington

Kris Van den Branden, PhD, Faculty of Arts, Katholieke Universiteit Leuven, Leuven, Belgium

Elke Van Steendam, PhD, Department of Applied Linguistics, Hogeschool-Universiteit Brussels, Brussels, Belgium

Lieve Verheyden, PhD, Centre of Language and Education, KU Leuven, Leuven, Belgium

Geraldine P. Wallach, PhD, CCC-SLP, Department of Communicative Disorders, California State University, Long Beach, Long Beach, California

Julie A. Washington, PhD, Program in Communication Disorders, Georgia State University, Atlanta, Georgia

Carol E. Westby, PhD, CCC-SLP, Bilingual Multicultural Services, Albuquerque, New Mexico

Louise C. Wilkinson, EdD, Syracuse University, Syracuse, New York

Karen K. Wixson, PhD, School of Education, University of North Carolina, Greensboro, North Carolina

Julie A. Wolter, PhD, CCC-SLP, Department of Communicative Disorders and Deaf Education, Utah State University, Logan, Utah

Tanya S. Wright, PhD, Department of Language and Literacy, Michigan State University, East Lansing, Michigan



Claire Wyatt-Smith, PhD, Faculty of Education, Australian Catholic University, Queensland, Australia

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Audience

Teacher educators; researchers in literacy, child development, and special education; classroom teachers and special educators in K–12; communication disorders researchers and practitioners.

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Course Use

May serve as a supplemental text in graduate-level courses.

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Previous editions published by Guilford:

First Edition, © 2004
ISBN: 9781593852863

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New to this edition:

• Chapters on digital literacy, disciplinary literacy, and integrative research designs.
• Chapters on bilingualism, response to intervention, and English language learners.
• Incorporates nearly a decade's worth of empirical and theoretical advances.
• Numerous prior edition chapters have been completely rewritten.