A key chapter on policy and practice in language and literacy in an acclaimed reference that fills a significant gap in the literature. This volume examines the linkages between spoken and written language development, both typical and atypical. Leading authorities address the impact of specific language-related processes on K-12 literacy learning, with attention to cognitive, neurobiological, sociocultural, and instructional issues. Approaches to achieving optimal learning outcomes with diverse students are reviewed. The volume presents research-based practices for assessing student needs and providing effective instruction in all aspects of literacy: word recognition, reading comprehension, writing, and spelling.
|Original language||English (US)|
|Title of host publication||Handbook of language and literacy development and disorders|
|Editors||Addison Stone, Elaine Silliman, Barbara Ehren, Geraldine Wallach|
|Number of pages||127|
|State||Published - May 27 2016|
- challenges of policy and practice
Silliman, E., & Wilkinson, L. C. (2016). Policy and practice issues for students at-risk in language and literacy learning. In A. Stone, E. Silliman, B. Ehren, & G. Wallach (Eds.), Handbook of language and literacy development and disorders (2 ed., pp. 105). Guilford Press.