Product Cover

Language and Literacy Learning in Schools

Edited by Elaine R. Silliman and Louise C. Wilkinson

Paperback
Paperback
January 10, 2007
ISBN 9781593854690
Price: $45.00
366 Pages
Size: 6" x 9"
Copyright Date: 2004
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bookProfessors: request an exam copy

Accessible and user-friendly, this volume presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention, identifying models for effective collaboration among speech-language pathologists, general and special educators, and reading specialists. Chapters cover a range of approaches for targeting core areas of literacy—word recognition, reading comprehension, writing, and spelling—with particular attention to working with students with language learning difficulties.

“How can I do credit to a book that has rarely left my side since it arrived on my desk a couple of months ago?...I have quoted from it to parents, teachers and speech pathology students, I have written handouts for parents and teachers based on some of the sections and I have implemented ideas in my own clinical practice.”

Speech Pathology Australia


“Filling a unique niche with its thoughtful and practical interdisciplinary focus, this up-to-date volume will help regular educators, special educators, and speech-language pathologists meet their shared goals of fostering literacy skills for all children, including those with disabilities. The authors succeed admirably in providing theoretically driven, evidence-based teaching practices in such areas as phonological processing, decoding, writing, spelling, and oral and reading comprehension. This is a superb resource for students and practicing professionals who are grappling with the complexities of helping all children learn to read and write, while also trying to meet the formidable mandates of standards-based education.”

—Anne van Kleeck, PhD, Callier Center for Communication Disorders, University of Texas at Dallas


“Silliman and Wilkinson have assembled a premier team of authors to address the many critical questions facing contemporary educators and speech-language pathologists. This 'must-read' volume is both practical and scholarly, giving readers a higher-level understanding of the pressing language and literacy issues of our time.”

—Nickola Wolf Nelson, PhD, CCC-SLP, Department of Speech Pathology and Audiology, Western Michigan University


“This volume interweaves the voices of classroom teachers, speech-language pathologists who work with children learning to become literate in English as a first or second language, and researchers from multiple disciplines. Bridging the gulf between educational and clinical practices is no small accomplishment—and is particularly important in the current climate of accountability—yet it is not the sole contribution of this book. Chapters also offer a good mix of pedagogical perspectives, covering everything from the metalinguistic content knowledge necessary for teaching the English language arts to the role of dialogue in fostering student learning. Teacher preparation programs in literacy education and special education are certain to benefit from the accumulated wealth of knowledge contained between the covers of this remarkable book.”

—Donna E. Alvermann, PhD, Editor, Reading Research Quarterly; Department of Reading Education, University of Georgia


“The linkages between language and literacy development are critical and have often been overlooked in educational practice. After reading this articulate and insightful book, I was struck by how limited our joint efforts have been and what potential exists for real collaboration among professionals working with struggling students. A stimulating resource for professionals in speech and language, literacy, and special education, this book will help us work together to best meet the needs of the students we all serve.”

—Donna Ogle, EdD, Department of Reading and Language, National-Louis University

Table of Contents

I. Challenges and Choices in the New Educational Landscape

1. Collaboration for Language and Literacy Learning: Three Challenges, Silliman and Wilkinson

2. Collaborative Models of Instruction and Intervention: Choices, Decisions, and Implementation, Wallach and Ehren

II. Word Recognition and Reading Comprehension: Perspectives on Instructional and Intervention Practices

3. Language and Discourse Contributions to Word Recognition and Text Interpretation: Implications of a Dynamic Systems Perspective, Gillam and Gorman

4. Building Word Recognition Skills through Empirically Validated Instructional Practices: Collaborative Efforts of Speech–Language Pathologists and Teachers, Troia

5. Reading Comprehension Instruction for All Students, Whitaker, Gambrell, and Morrow

6. Toward More Ambitious Comprehension Instruction, Pressley and Hilden

7. Integration of Language and Discourse Components with Reading Comprehension: It’s All About Relationships, Donahue and Foster

III. Writing and Spelling: Perspectives on Instructional and Intervention Practices

8. The Role of Dialogue in Constructing Effective Literacy Settings for Students with Language and Learning Disabilities, Englert and Dunsmore

9. EmPOWER: A Strategy for Teaching Students with Language Learning Disabilities How to Write Expository Text, Singer and Bashir

10. Instructional Approaches to Spelling: The Window on Students' Word Knowledge in Reading and Writing, Templeton

11. Integration of Language Components in Spelling Instruction: Instruction That Maximizes Students' Learning, Apel, Masterson, and Hart

IV. Integrating Education and Clinical Practices

12. Putting Humpty Dumpty Together Again: What’s Right with Betsy, Silliman, Wilkinson, and Danzak


About the Editors

Elaine R. Silliman, PhD, CCC-SLP, Professor Emeritus of Communication Sciences and Disorders and Cognitive and Neural Sciences at the University of South Florida, is a Fellow of the American Speech-Language-Hearing Association (ASHA) and the International Academy for Research on Learning Disabilities, and received the Distinguished Alumni Award from the Graduate Center of CUNY. A past Editor of the ASHA journal Language, Speech, and Hearing Services in Schools, she was elected to the first Specialty Board on Child Language. Her research and publications focus on language learning disabilities and the language basis of literacy in children struggling with reading, writing, and spelling, including bilingual children and those with social dialect variations. She is coauthor or coeditor of three previous books, including the Handbook of Language and Literacy.

Louise C. Wilkinson, EdD, is Distinguished Professor of Education, Psychology, and Communication Sciences in the School of Education at Syracuse University. She is best known for her extensive research on children's language and literacy learning, which has been published in more than 130 articles, chapters, and volumes. She has served on the boards of major research journals and of the National Reading Research Center, the National Association of Universities and Land-Grant Colleges' Commission for Human Resources and Social Change, and the U.S. Department of Education's Laboratory for Student Success. Dr. Wilkinson is a Fellow of the American Psychological Association, the American Psychological Society, and the American Association of Applied and Preventative Psychology. Among her many professional leadership activities nationally and internationally, Dr. Wilkinson has chaired national review panels for the U.S. Department of Education and the National Science Foundation.

Contributors

Kenn Apel, PhD, CCC-SLP, Department of Communicative Disorders and Sciences, Wichita State University, Wichita, KS

Anthony S. Bashir, PhD, CCC-SLP, Department of Communication Sciences and Disorders, Emerson College, Boston, MA

Robin L. Danzak, MA, Department of Communication Sciences and Disorders PhD Program, University of South Florida, Tampa, FL

Mavis L. Donahue, EdD, College of Education, University of Illinois-Chicago, Chicago, IL

Kailonnie Dunsmore, PhD, School of Education, University at Albany, State University of New York, Albany, NY

Barbara J. Ehren, EdD, CCC-SLP, Center for Research on Learning, University of Kansas, Lawrence, KS

Carol Sue Englert, PhD, College of Education, Michigan State University, East Lansing, MI

Sharon K. Foster, MS, CCC-SLP, Consolidated High School District 230, Orland Park, IL

Linda B. Gambrell, PhD, School of Education, Clemson University, Clemson, SC

Ronald B. Gillam, PhD, CCC-SLP, Department of Communications Sciences and Disorders, University of Texas at Austin, Austin, TX

Brenda K. Gorman, MA, Department of Communications Sciences and Disorders, University of Texas at Austin, Austin, TX

Pam Hart, PhD, CCC-SLP, Department of Communication Disorders, Central Missouri State University, Warrensburg, MO

Katherine Hilden, BA, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI

Julie J. Masterson, PhD, CCC-SLP, Department of Communication Sciences and Disorders, Southwest Missouri State University, Springfield, MO

Lesley Mandel Morrow, PhD, Graduate School of Education, Rutgers University, New Brunswick, NJ

Michael Pressley, PhD, Department of Teacher Education, Michigan State University, East Lansing, MI

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

Bonnie D. Singer, PhD, Innovative Learning Partners, Boston, MA

Shane Templeton, PhD, Center for Learning and Literacy, College of Education, University of Nevada, Reno, NV

Gary A. Troia, PhD, CCC-SLP, College of Education, University of Washington, Seattle, WA

Geraldine P. Wallach, PhD, Department of Communicative Disorders, California State University, Long Beach, CA

Christina Pennington Whitaker, PhD, School of Education, Clemson University, Clemson, SC

Louise C. Wilkinson, EdD, School of Education, Syracuse University, Syracuse, NY

Course Use

May serve as a text in graduate-level courses in child language disorders and reading disabilities