Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems: Implications for Assessment and Instruction by Barbara ArfeWriting Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems: Implications for Assessment and Instruction by Barbara Arfe

Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems…

byBarbara Arfe, Julie Dockrell, Virginia Berninger

Hardcover | July 16, 2014

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Writing is challenging for the majority of learners. For students with language problems, difficulties with written expression are considered one of the most common learning challenges. There is much to learn about the ways in which oral language skills impact on the acquisition of writtenlanguage in children. Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems focuses on the nature of the writing problems experienced by children with oral language problems. Three clinical groups are considered: children with hearing loss, oral languagedifficulties, and dyslexia. Each contribution comes from an expert or team of experts in these three areas and in the field of language and writing. The volume provides current understandings to help guide and support practitioners and researchers alike. It provides timely information across languages and countries, enhancing our understanding of the links between oral language and written language across languages.
Barbara Arfe is Researcher and Professor of Developmental and Educational Psychology at the University of Padova. Her main research interest is the nature and causes of reading and writing problems in children with hearing loss. On these topics she is currently running national and international research projects. Virginia Wise Bern...
Title:Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems…Format:HardcoverDimensions:352 pages, 9.25 × 6.12 × 0.98 inPublished:July 16, 2014Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199827281

ISBN - 13:9780199827282


Table of Contents

ForewordPart 1: Introduction: Models and Perspectives on Writing Development: Implications for Assessment and Instruction1. John R. Hayes and Virginia Berninger: Cognitive Processes in Writing: A Framework2. Ruth Berman: Linguistic Perspectives on Writing Development3. Pietro Boscolo: Two Metaphors for Writing Research and Their Implications for Writing InstructionPart 2: The impact of oral language skills on written text production4. Heather Hayes, Rebecca Treiman, and Ann E. Geers: Spelling in Deaf Children with Cochlear Implants: Implications for Instruction5. Sophie Bouton and Pascale Col: Spelling Acquisition in French Children with Cochlear Implants: A Case-Study Investigation6. Ronit Levie, Dorit Ravid, Tal Freud and Tova Most: Spelling Abilities in Hebrew-Speaking Children with Hearing Loss7. Barbara Arfe, Federica Nicolini, and Elena Pozzebon: The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss8. John Albertini, Michael Stinson, and Argiroula Zangana: Composing Academic Essays: Using Dictation and Technology to Improve Fluency9. Cynthia S. Puranik, Stephanie Al Otaiba, and Feifei Ye: Examining Early Spelling and Writing Skills: A Comparative Analysis of Kindergarteners with Speech and Oral Language Impairments and Their Typically Developing Peers10. Monique Senechal: Morphological Awareness and Spelling Difficulties in French-Speaking Children11. Orna Davidi and Ruth A. Berman: Writing Abilities of Pre-Adolescents with and without Oral language/Learning Impairment in Restructuring an Informative Text12. Robin L. Danzak and Elaine R. Silliman: Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities: New Directions in Constructing Individual Profiles13. Judy S. Reilly, Josie Bernicot, Thierry Olive, Jo0l Uz., Beverly Wulfeck, Monik Favart, Mark Appelbaum Children with Dyslexia: Written Narratives from French and English Speaking Children with Language Impairment14. Emma Sumner, Vincent Connelly, and Anna L. Barnett: A Review of Dyslexia and Expressive Writing in English15. Severine Casalis: Written Spelling in French Children with Dyslexia16. Francisca Serrano and Sylvia Defior: Written Spelling in Spanish- Speaking Children with Dyslexia17. Jane Correa: The Writing Development of Brazilian children with Dyslexia: An Evidence-Based Clinical Approach18. sa Wengelin, Roger Johansson and Victoria Johansson: Expressive Writing in Swedish 15-year-olds with Reading and Writing Difficulties19. Martina Pedron, Anna Maria Re, Chiara Mirandola, and Cesare Cornoldi: Improving Expressive Writing in Learning Disabled Children: The Effects of a Training Focused on RevisionPart 3: Linking Research to Practice in Oral and Written Language Assessment and Intervention20. Nickola Wolf Nelson: Integrating Language Assessment, Instruction, and Intervention in an Inclusive Writing Lab Approach21. Elaine R. Silliman: Integrating Oral and Written Language into a New Practice Model: Perspectives of an Oral Language Researcher and Practitioner22. Vincent Connelly: Integrating Writing and Oral Language Disorders in Assessment: Perspectives of a Writing Researcher23. Julie Dockrell and Barbara Arfe: The Role of Oral Language in Developing Written Language Skills: Questions for European Pedagogy?Bridging Research and Practice: Conclusions