000			05705cam a22004694i 4500
005			20221101190409.0
008			040615s2004 nyua bf 001 0 eng d
010			_a 2004274874
011			_aBIB MATCHES WORLDCAT
020			_a1593850050 _qalk. paper
020			_a9781593850050 _qalk. paper
035			_a(OCoLC)55126081
035			_a(DLC) 2004274874
040			_aDLC _beng _erda _dATU
042			_alccopycat
050	0	0	_aLC149 _b.H27 2004
082	0	4	_a371.914 _222
245	0	0	_aHandbook of language and literacy : _bdevelopment and disorders / _cedited by C. Addison Stone [and others].
246	1	1	_aLanguage and literacy
264		1	_aNew York : _bGuilford Press, _c[2004]
264		4	_c©2004
300			_axv, 733 pages : _billustrations ; _c27 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aChallenges in language and literacy
504			_aIncludes bibliographical references and index.
505	0	0	_g1. _tContemporary approaches to the study of language and literacy development : a call for the integration of perspectives / _rC. Addison Stone -- _g2. _tGenetic correlates of language and literacy impairments / _rJeffrey W. Gilger and Susan E. Wise -- _g3. _tNeurobiological correlates of language and reading impairments / _rMaria Mody -- _g4. _tCognitive factors in second-language acquisition and literacy learning : a theoretical proposal and call for research / _rGayane Meschyan and Arturo E. Hernandez -- _g5. _tMethodological issues in research on language and early literacy from the perspective of early identification and instruction / _rDeborah L. Speece and David H. Cooper -- _g6. _tPolicy and practice imperatives for language and literacy learning : who will be left behind? / _rElaine R. Silliman, Louise C. Wilkinson and Maria R. Brea-Spahn -- _g7. _tSocial and affective factors in children with language impairment : implications for literacy learning / _rBonnie Brinton and Martin Fujiki -- _g8. _tFamily literacy practices / _rBarbara Hanna Wasik and Jennifer S. Hendrickson -- _g9. _tFostering preliteracy development via storybook-sharing interactions : the cultural context of mainstream family practices / _rAnne van Kleeck -- _g10. _tPreschool-based prevention of reading disability : realities versus possibilities / _rDavid K. Dickinson, Allyssa McCabe and Nancy Clark-Chiarelli -- _g11. _tLanguage variation and literacy learning / _rHolly K. Craig and Julie A. Washington -- _g12. _tLearning to read and write in two languages : the development of early biliteracy abilities / _rLiliana Barro Zecker -- _g13. _tPhonological processing and its influence on literacy learning / _rGary A. Troia -- _g14. _tDevelopmental dependencies between lexical semantics and reading / _rKarla K. McGregor -- _g15. _tMorphological processes that influence learning to read / _rJoanne F. Carlisle -- _g16. _tSyntactic contributions to literacy learning / _rCheryl M. Scott -- _g17. _tSocial cognition, conversation, and reading comprehension : how to read a comedy of manners / _rMavis L. Donahue and Sharon K. Foster -- _g18. _tThe foundational role of schemas in children's language and literacy learning / _rJudith Felson Duchan -- _g19. _tA language perspective on executive functioning, metacognition, and self-regulation in reading / _rCarol Westby -- _g20. _tDevelopmental variation in word recognition / _rLinnea C. Ehri and Margaret J. Snowling -- _g21. _tWord recognition assessment frameworks / _rFroma P. Roth -- _g22. _tTeaching students with reading disability to read words / _rRollanda E. O'Connor and Kathryn M. Bell -- _g23. _tDifficulties with reading comprehension / _rNell K. Duke, Michael Pressley and Katherine Hilden -- _g24. _tAssessment of reading comprehension / _rJoanne F. Carlisle and Melinda S. Rice -- _g25. _tTeaching reading comprehension to students with learning disabilitites / _rSharon Vaughn and Janette Klingner -- _g26. _tDevelopmental variations in writing composition skills / _rBonnie D. Singer and Anthony S. Bashir -- _g27. _tA classroom-based writing assessment framework / _rRobert C. Calfee and Kathleen M. Wilson -- _g28. _tCognitive processes of teachers in implementing composition research in elementary, middle, and high school classrooms / _rBernice Y. L. Wong and Virginia W. Berninger -- _g29. _tDevelopmental variations in spelling : comparing typical and poor spellers / _rMarie Cassar and Rebecca Treiman -- _g30. _tSpelling assessment frameworks / _rKenn Apel, Julie J. Masterson and Nicole L. Niessen -- _g31. _tSpelling instructional and intervention frameworks / _rLaura L. Bailet -- _g32. _tEnhancing literacy proficiency with adolescents and young adults / _rBarbara J. Ehren, B. Keith Lenz and Donald D. Deshler.
520	1		_a"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."--BOOK JACKET.
588			_aMachine converted from AACR2 source record.
650		0	_aLiteracy. _9320154
650		0	_aSpecial education _9345412
650		0	_aLanguage acquisition. _9319863
650		0	_aLanguage disorders. _9319888
700	1		_aStone, C. Addison, _eeditor. _91049290
830		0	_aChallenges in language and literacy. _91048590
856	4	2	_3Contributor biographical information _uhttp://www.loc.gov/catdir/bios/guilford051/2004274874.html
907			_a.b10888020 _b10-06-19 _c27-10-15
942			_cB
945			_a371.914 HAN _g1 _iA291750B _j0 _lnmain _o- _p$132.31 _q- _r- _s- _t0 _u13 _v0 _w0 _x0 _y.i12155366 _z29-10-15
998			_a(2)b _a(2)n _b23-03-18 _cm _da _feng _gnyu _h0
999			_c1150617 _d1150617