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Informationen zum Autor 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 ofdevelopment 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. Klappentext Difficulties with writing are considered one of the most common learning problems in school children. This volume focuses on the causes and nature of writing problems in children with hearing loss, oral language problems, and dyslexia. Its goal is to provide current understandings to help guide and support writing assessment and intervention. Zusammenfassung Difficulties with writing are considered one of the most common learning problems in school children. This volume focuses on the causes and nature of writing problems in children with hearing loss, oral language problems, and dyslexia. Its goal is to provide current understandings to help guide and support writing assessment and intervention. Inhaltsverzeichnis Foreword Introduction Part 1 Introduction: Models and Perspectives on Writing Development: Implications for Assessment and Instruction Chapter 1. Cognitive Processes in Writing: A Framework John R. Hayes and Virginia Berninger Chapter 2. Linguistic Perspectives on Writing Development Ruth Berman Chapter 3. Two Metaphors for Writing Research and Their Implications for Writing Instruction Pietro Boscolo Part 2 The impact of oral language skills on written text production Chapter 4. Spelling in Deaf Children with Cochlear Implants: Implications for Instruction Heather Hayes, Rebecca Treiman, and Ann E. Geers Chapter 5. Spelling Acquisition in French Children with Cochlear Implants: A Case-Study Investigation Sophie Bouton and Pascale Colé Chapter 6. Spelling Abilities in Hebrew-Speaking Children with Hearing Loss Ronit Levie, Dorit Ravid, Tal Freud and Tova Most Chapter 7. The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss Barbara Arfe, Federica Nicolini, and Elena Pozzebon Chapter 8. Composing Academic Essays: Using Dictation and Technology to Improve Fluency John Albertini, Michael Stinson, and Argiroula Zangana Chapter 9. Examining Early Spelling and Writing Skills: A Comparative Analysis of Kindergarteners with Speech and Oral Language Impairments and Their Typically Developing Peers Cynthia S. Puranik, Stephanie Al Otaiba, and Feifei Ye Chapter 10. Morphological Awareness and Spelling Difficulties in French-Speaking Children Monique Sénéchal Chapter 11. Writing Abilities of Pre-Adolescents with and without Oral language/Learning Impairment in Restructuring an Informative Text Orna Davidi and Ruth A. Berman Chapter 12. Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities: New Directions in Constructing Individual Profiles Robin L. Danzak ...
