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 written
language 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 language
difficulties, 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.
Foreword
Part 1: Introduction: Models and Perspectives on Writing Development: Implications for Assessment and Instruction
1. John R. Hayes and Virginia Berninger: Cognitive Processes in Writing: A Framework
2. Ruth Berman: Linguistic Perspectives on Writing Development
3.
Pietro Boscolo: Two Metaphors for Writing Research and Their Implications for Writing Instruction
Part 2: The impact of oral language skills on written text production
4. Heather Hayes, Rebecca Treiman, and Ann E. Geers: Spelling in Deaf Children with Cochlear Implants: Implications
for Instruction
5. Sophie Bouton and Pascale Col: Spelling Acquisition in French Children with Cochlear Implants: A Case-Study Investigation
6. Ronit Levie, Dorit Ravid, Tal Freud and Tova Most: Spelling Abilities in Hebrew-Speaking Children with Hearing Loss
7. Barbara Arfe, Federica
Nicolini, and Elena Pozzebon: The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss
8. John Albertini, Michael Stinson, and Argiroula Zangana: Composing Academic Essays: Using Dictation and Technology to Improve Fluency
9. 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 Peers
10. Monique Sénéchal: Morphological Awareness and Spelling Difficulties in French-Speaking Children
11.
Orna Davidi and Ruth A. Berman: Writing Abilities of Pre-Adolescents with and without Oral language/Learning Impairment in Restructuring an Informative Text
12. Robin L. Danzak and Elaine R. Silliman: Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities:
New Directions in Constructing Individual Profiles
13. Judy S. Reilly, Josie Bernicot, Thierry Olive, Jo#0l Uz<., Beverly Wulfeck, Monik Favart, Mark Appelbaum Children with Dyslexia: Written Narratives from French and English Speaking Children with Language Impairment
14. Emma Sumner, Vincent
Connelly, and Anna L. Barnett: A Review of Dyslexia and Expressive Writing in English
15. Severine Casalis: Written Spelling in French Children with Dyslexia
16. Francisca Serrano and Sylvia Defior: Written Spelling in Spanish- Speaking Children with Dyslexia
17. Jane Correa: The Writing
Development of Brazilian children with Dyslexia: An Evidence-Based Clinical Approach
18. sa Wengelin, Roger Johansson and Victoria Johansson: Expressive Writing in Swedish 15-year-olds with Reading and Writing Difficulties
19. Martina Pedron, Anna Maria Re, Chiara Mirandola, and Cesare
Cornoldi: Improving Expressive Writing in Learning Disabled Children: The Effects of a Training Focused on Revision
Part 3: Linking Research to Practice in Oral and Written Language Assessment and Intervention
20. Nickola Wolf Nelson: Integrating Language Assessment, Instruction, and
Intervention in an Inclusive Writing Lab Approach
21. Elaine R. Silliman: Integrating Oral and Written Language into a New Practice Model: Perspectives of an Oral Language Researcher and Practitioner
22. Vincent Connelly: Integrating Writing and Oral Language Disorders in Assessment:
Perspectives of a Writing Researcher
23. Julie Dockrell and Barbara Arfé: The Role of Oral Language in Developing Written Language Skills: Questions for European Pedagogy?
Bridging Research and Practice: Conclusions
There are no Instructor/Student Resources available at this time.
Barbara Arfé 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 Berninger is Professor of Learning Sciences and Human Development at the University of Washington, where she is Principal Investigator and Director of the NICHD-funded Multidisciplinary Learning Disabilities Research Center that studies
oral and written language learners (OWLs) with and without dysgraphia, dyslexia, and OWL LD.
Julie Dockrell is Professor of Psychology and Special Needs at the Institute Of Education, London, and a qualified clinical and educational psychologist. She continues to do work in schools and
collaborate with voluntary agencies supporting children's language and writing development. Her major research interests are in patterns of development and the ways in which cognitive factors impact on children's learning, interaction and attainments. She was co-director of the Better Communication
Research Programme, the largest UK study on language and communication needs.
