"For graduate students and professionals who maintain currency with reading, language, and literacy research, this book should become the standard reference. Unusual in its scope, it successfully integrates research reviews and topical discussions across the domains of language development, reading development, spelling, and writing, and ties basic research to issues in intervention and instruction. Finally we have one book that weaves together topics in language, cognition, and reading education, and that does so in an evenhanded fashion."--Louisa Moats, EdD, Director of Literacy Research and Professional Development, Sopris West Educational Services, Longmont, Colorado
"This noteworthy handbook represents a great stride toward integrating and reorganizing current knowledge on language and literacy. I am impressed by the volume's content and structure, as well as the superb selection of contributing authors. Comprehensive, multifaceted, and provocative, this is an outstanding contribution for those who recognize the need for interdisciplinary dialogue. It is also an invaluable teaching tool. Faculty members who adopt this text would be well advised to keep a copy for their desk, a copy for their bookshelf, and a 'not-to-be-loaned' copy at home."--Katharine G. Butler, PhD, CCC-SLP, Professor Emerita, Communication Disorders and Sciences Program, San José State University
"This timely volume is a comprehensive and state-of-the art overview of the relationship between spoken and written language. Although professionals concerned with typical and atypical spoken language most often deliver their services in schools, their role in promoting literacy has been less clearly defined. The seasoned scholars who have contributed to this book clarify the close links between oral and written language in a way that has not been done before. The book is well organized and relevant to both researchers and practitioners. Its inclusion of a section on social and political contexts is a particularly welcome and unique contribution. I strongly recommend this book."--Ida J. Stockman, PhD, College of Communication Arts and Sciences, Michigan State University
About the Author
Elaine R. Silliman, PhD, CCC-SLP, is Professor of Communication Sciences and Disorders and Cognitive and Neural Sciences at the University of South Florida and a Fellow of the American Speech/n-/Language/n-/Hearing Association. Her research interests and publications focus on oral language/n-/literacy connections in monolingual English-speaking children with social dialect variations, bilingual (Spanish/n-/English) children, and children with language learning disabilities.
Barbara J. Ehren, EdD, CCC-SLP, is a Research Associate at the University of Kansas Center for Research on Learning and a Fellow of the American Speech/n-/Language/n-/Hearing Association. Her research and development work focuses on adolescent literacy, with an emphasis on the Strategic Instruction Model at the school level and on the shared responsibility of a variety of professionals for content literacy.
Kenn Apel, PhD, CCC-SLP, is Professor in the Department of Communication Disorders at Florida State University and a Fellow of the American Speech/n-/Language/n-/Hearing Association. He has authored or coauthored numerous peer-reviewed articles, books, and book chapters, as well as software programs and the spelling instructional curriculum SPELL-Links to Reading and Writing.