In:Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven
Edited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
► pp. 441–447
Index
A
- academic
- language 137, 139–141, 143–145, 147, 175
- texts 175, 177, 210
- action observation 401, 404
- Attention Deficit Hyperactivity Disorder ADHD 39, 282, 316, 324, 347, 351, 361, 397
- adjective 123, 131, 241–244, 264–265, 307
- adolescents 39–41, 119–121, 123, 125, 134, 137, 140, 143, 158, 202, 204–205, 210–211, 215, 316–317, 328, 330–331, 396, 398
- adult literacy 179, 295, 298, 303, 310–311
- adverb 241–244, 247
- age of acquisition (AoA) 34, 258, 260–262, 266, 269–270
- alphabetic
- language 185–186
- principle 342
- Amharic 201–202
- analytic scoring 105
- Angelman Syndrome (AS) 415, 418, 428–429, 437
- Arabic 186, 190, 192, 196
- arithmetic 356–357, 361, 405–406, 408, 410
- artificial language learning 271, 315
- assessment 85, 91, 94, 96, 99–100, 105–106, 112, 114–115, 117–118, 187, 202, 213, 215–216, 266, 283, 297, 300, 309, 311–313, 346, 350, 359, 404, 413–414, 418, 422, 426–427, 433–434, 437–438
- assimilation 8, 12, 35, 46
- attention
20, 23, 29, 52, 78, 87–89, 97, 105, 107–108, 110–112, 116, 122, 125, 137, 139, 143, 154, 156, 162, 194, 199, 208–211, 238, 278, 281, 298, 304, 316, 342, 354, 364, 368–370, 373, 375–376, 380, 397, 401, 410, 415–417, 421–422, 425, 428–429, 431, 433
- network 23
- atypical reading 30, 36
- augmentative and alternative communication (AAC) 413, 425–427, 431, 433–434, 437–439
- autism spectrum disorder (ASD) 379–395, 398
- automatic
24, 31, 52, 65, 72, 87, 171, 203, 259, 271, 315, 377
- -ity 52, 116, 210
- AutoTutor 295–298, 300–303, 308, 310–311
B
- background knowledge 33, 86–89, 92–93, 97, 110, 142–143, 149, 159, 162, 176–177, 180, 306
- behavior 14, 29, 31, 37, 39, 42, 44, 46, 83, 99, 147, 155, 161, 354, 359, 379–381, 420–421, 427, 429, 431, 433–434, 436–437
- behavioral-genetic 354
- bilingualism 34, 45, 167, 169, 178, 180, 182, 190, 195
- bio-ecological model 422
- brain
3–12, 14–15, 17–21, 23–27, 29–49, 114, 133, 149, 163, 193–194, 221, 258, 260, 266–267, 270–273, 316, 330, 357, 366, 377, 382, 401, 404, 406–408, 413–414, 418–419, 425, 434–436, 438
- circuitry 34
- Broca’s area 19–21, 26, 44
C
- Cantonese 185–186, 194, 203
- causal
30, 38, 42, 52, 72–73, 85–86, 88–93, 98–100, 126, 163, 207, 209, 216, 235, 305, 333, 335–336, 341, 352, 357, 382, 387, 414, 417–418, 427–428, 437
- connections 88, 90, 92, 382
- inferences 93
- model 417–418, 428
- questioning/questions 85, 88–91
- cause-excluding/supporting 333, 337, 342, 344–345
- c-construction 123–129
- central coherence theory 379, 392, 394–395
- cerebral palsy 399, 408–410, 436
- character reading 219–230, 232
- Chinese 32, 45, 64, 70, 84, 173, 180–181, 185–194, 215, 219–236, 260, 264
- classroom
- instruction 277–279, 334–336
- -based intervention 89
- -based studies 88–89
- co-gesturing 431
- cognate 169, 187, 205
- cognitive
- aptitude 170
- deficits 335, 337, 350–352, 358–359
- neuroscience 4, 12–14, 29–30, 38, 400, 407, 436–437
- coherence 36, 55, 64, 87, 100, 104–105, 107, 110, 112, 116, 131, 151–152, 161–162, 206, 209–210, 238, 253, 311, 379, 392, 394–397
- coherent
29, 86, 88, 91–92, 96, 107, 111, 151, 159, 176, 207, 209, 305–306
- (mental) representation 86, 88, 91, 92, 96, 159, 209
- Coh-Metrix 295, 297, 301–308, 310–311
- communication
17, 29, 139, 146–147, 306, 308, 380, 397, 407, 413–422, 424–427, 429, 431, 433–439
- device 426
- communicative
- competence 413–427, 429, 433–437
- competence profile (CCP) 413–414, 418, 427, 429–431, 433–434, 439
- co-morbidity 316, 351, 399
- compound 126, 130–131, 221–222, 224, 229–232
- comprehension
16–17, 19, 23, 25–27, 30, 32–34, 43–46, 51–53, 55–58, 62–63, 65–67, 70–72, 77, 81–82, 85–101, 120, 133–134, 140–141, 144–147, 149–163, 167, 169–182, 187, 195–196, 199–217, 233–235, 269–272, 278, 295–298, 303, 307, 309–313, 330, 340, 344, 363, 367–369, 372–378, 382, 393, 419, 422, 426, 429, 434
- difficulties 86, 94, 199, 206, 209, 212
- skills 32–33, 86–88, 100, 158, 170, 196, 201–202, 210, 295, 297, 340
- concreteness effects 363
- conjunct 119–120, 122–123, 126, 130
- consolidation 3, 6, 8, 13, 15, 120, 269
- contextual 54, 168, 202, 205–206, 211–212, 382, 424
- cooperative principle 417
- critical period 140, 260, 262, 270
- cross-language transfer 167–168, 172, 174, 177, 180, 212, 222–223, 230–233
- cross-linguistic 108, 118, 132, 135, 173, 178, 181, 215
D
- deaf or hard-of-hearing 160
- decoding 24, 29–31, 33, 36, 39, 56, 61, 63, 70–71, 73, 75–77, 82, 87, 94, 98, 141, 151, 167–171, 175–176, 178, 180, 195, 199–202, 205–206, 278–279, 284, 312, 334, 340, 342, 363–364, 368–369, 371, 373, 377, 405
- deep cohesion 305
- depth of vocabulary 203, 215
- developing readers 30–31, 39, 42, 88
- developmental
- coordination disorder 316, 399, 410– 411
- disorder 380
- diagnosis 78, 114, 121, 318, 324, 335–336, 345–346, 349–350, 353, 355, 358–359, 380, 433
- diffusion tractography 21
- direct instruction 277–278, 292, 374
- discourse
33, 99, 107–108, 110, 115, 118–119, 121, 123–124, 126, 129, 131–135, 139–140, 161, 163, 176, 200, 207, 213, 215, 253, 295–297, 299–306, 308, 310–312, 379, 381–382, 384, 388, 390–392, 394–395
- syntax 121, 123, 132
- discrepancy criterion 321, 355–356, 358
- domain-generality 315
- dual coding
363, 365, 374, 376–377
- theory (DCT) 363–365, 367, 369, 372–374
- Dutch 56, 64, 85, 140–141, 170, 194, 201, 237, 239–240, 251–252, 254, 264, 277–279, 282, 284, 291–292, 318–319, 331, 334, 337–341, 347–348, 356, 361, 364, 367, 372, 374–376, 400
- dynamic assessment 426–427, 433–434
- dyslexia 20, 30, 43–45, 47–49, 57, 77, 81–82, 84, 197, 235, 291, 315–318, 321, 323–324, 327–328, 330–331, 333–337, 341–361, 363–364, 370–371, 373, 375–378
E
- early
- identification 30, 70, 197, 333, 336
- intervention 333–338, 341–343, 345–346, 348
- language development 26, 182
- literacy development 138
- writing 103–104, 108–110, 112–113, 115
- -left anterior negativity (ELAN) 259
- education 3–5, 8–9, 11–14, 16, 29, 34, 80, 82, 100, 115, 121, 125, 135, 139, 161–162, 167, 175–176, 179–180, 184, 186, 212, 220, 223, 225–227, 239, 244, 253, 277, 281–282, 290–292, 297, 309, 328, 336, 346, 356, 363, 374, 377, 383, 400, 405–407, 410, 422, 435, 439
- educational policy 211, 303
- elaborative inferences 206
- elaborators 89
- electroencephalogram (EEG) 5, 31, 258, 260, 265–267, 270, 407
- electrophysiological 257–258, 265–267, 269
- elementary school 71, 77, 98, 115–117, 125, 209, 216, 235, 237–239, 245, 250–252, 254, 375
- embodied cognition 363–364, 405, 439
- embodiment 417, 420
- emergent literacy 144, 172, 179, 334, 342, 344
- encoding 7–11, 15
- engagement 40, 137–139, 142–144
- English
32, 34–35, 40, 43, 45, 58, 64, 70, 75, 82, 108–109, 115, 117–118, 132, 135, 140–141, 143, 145–146, 168–175, 178–181, 183–197, 201, 203–204, 208, 211–217, 219–220, 222, 230–236, 253, 260–264, 267–268, 271, 277, 296, 298, 303–304, 310, 382–383, 386, 388
- as an additional language (EAL) 183–187, 189–190, 192–196
- as Second Language (ESL) 183, 196, 213–214, 216
- Language Learners (ELL) 180, 183, 197, 213, 215
- environment 24, 29, 35–36, 38, 120, 123, 179, 216, 220–221, 223, 229–230, 263, 333–335, 342, 354, 372, 376, 382, 409, 416, 421–422, 424, 431, 433, 435
- environmental
- factors 35, 77, 414, 418, 421–422
- environmental support 36, 170, 431
- episodic memory 6, 420
- Ethiopia 201–202
- event-related potentials (ERP) 25, 60–62, 64–66, 97, 257–269, 270–273
- evidence-based 210, 335, 358, 399–400, 406
- excitation 420
- executive
- functions 111, 121, 269, 397
- control 20, 417, 429
- explicit teaching 139, 205
- expository text 98, 114, 215, 372
- eye tracking 61, 65, 161–162, 305
F
- familial/family risk 316–317, 328, 330, 334, 336, 337, 344, 348, 349, 351, 352, 354, 356, 361
- far transfer 91
- Farsi 186–187, 189
- feedback 90–91, 98, 278, 300, 303, 311, 342, 401–403, 422, 424, 429
- Firm Foundations 194
- first language 46, 70, 137, 141, 144, 167, 179, 183–184, 186–187, 190–191, 193–196, 213, 220, 233, 240, 273
- fluency 41, 82, 106, 108–109, 116–117, 171, 189, 200–201, 211, 213, 217, 338–340, 343, 345, 347, 370
- fluent decoding 29, 31, 36, 39
- fMRI 5, 12, 15, 20, 22, 26, 31–32, 36, 39, 41, 43, 46–47, 49, 419
- formal
- definition 169
- instruction 167, 177, 220, 282, 342, 379
- functional
- connectivity 22, 24, 27, 29, 31, 36, 44, 47
- literacy 51, 66–67, 290
G
- GABA 38–39
- gender 185, 237, 239, 244–250, 252, 254–255, 259, 261–262, 264–265, 267–268, 272, 385
- general learning deficit, NOT FOUND
- genes 30, 38, 44, 351, 354–355, 357, 359–360, 418
- genetic 37–38, 42, 334, 345, 351–358, 360, 383, 396, 415, 418
- Germanic 194
- gestures 282, 415, 420
- gifted dyslexic 353
- global 33, 53, 63, 104, 163, 392, 394, 396
- glutamate 38–39
- good readers 88, 143, 209
- grammatical
26, 33, 54, 119–121, 126, 130, 135, 185–186, 188, 192–195, 197, 238, 261–263, 271–272, 316–317, 319–321, 323, 326, 328, 380, 386–387, 391, 405
- impairments 316
- system 188, 193, 195
- grapheme
66, 188, 220–221, 279–280
- -phoneme correspondences 188, 220, 280
- graphic symbols 415, 431
- grounding 415, 421, 424
H
- handwriting 44, 103–105, 107–109, 112–117, 371
- head start 341
- Hebrew 32, 58, 116, 119–120, 122–125, 129, 131–135, 201–202, 205, 214, 233
- heritage language 190, 196, 219–220, 223, 232
- hierarchical hypertext 150
- high functioning autism 397
- high stakes testing 202
- higher-level comprehension processes 87
- higher-order language 199, 210
- hippocampus 7–8, 10, 14, 16
- holistic assessment/scoring 104–105, 107, 115, 117
- home
- language 167, 184, 194, 201–202, 206, 229, 239–240, 244–250
- literacy 333
- homophone 53, 59
- How to Teach Children Reading and Spelling (HTCRS), 277–282 289–290
- hypertext 149–163
I
- ICF-CY model 421–422
- identity 51–52, 54–55, 58, 139–141, 144–145, 345
- imagery 134, 204, 363–375, 377, 408–411
- imaginal thinking 363
- immigration 34, 211, 223
- implicit learning 316–317, 320, 323, 327–328, 330
- individual
- differences 29–30, 32, 35–36, 38, 42, 46–47, 56, 59, 61, 66, 90–91, 100, 141, 199–200, 206, 257–258, 260, 265, 267, 269, 272, 292, 312, 330, 347, 353, 364, 366
- variation 149–150, 257–258, 262, 265, 267, 269, 355, 406
- variability 257, 267
- inference
13, 16, 88, 93, 95, 97–98, 151–152, 156, 215–216, 253, 365
- making 95, 97–98
- inhibition 34, 59, 420
- insight 3, 10–11, 262, 265, 267, 269, 370, 413–414, 416, 427, 429, 434
- instruction-as-usual 333
- intelligent tutoring system 296–297, 309–310
- intensifier 241–244
- interconnectivity 419
- inter-individual variation 257, 265, 269
- inter-lingual transfer 199, 203
- international classification of functioning framework 418
- intervention 40–41, 48, 52, 72, 79, 84–86, 88–91, 93, 95, 98, 111, 113–114, 145, 149, 160, 171–172, 194–195, 197, 215, 297–298, 303, 306, 312, 333–338, 340–348, 355, 358–361, 363, 371, 374, 377, 394, 397, 399, 401, 404, 406–407, 413–414, 418, 426–427, 430–431, 434, 436–438
J
- Japanese 187–191, 262, 272
L
- L1 34–35, 133, 167–174, 176–178, 183, 186–188, 192–194, 196–197, 201–203, 205–206, 211, 215, 220, 231, 234, 237, 239, 252, 254, 257–259, 261–262, 265, 268
- L2 34–35, 167–170, 172–173, 176–178, 180, 192, 197, 199–206, 208–209, 211, 213–217, 234, 237, 239, 252, 254, 257–269, 271–273
- language
- acquisition support system 421
- comprehension 16–17, 19, 25–27, 63, 65, 92, 199–202, 206, 210, 212, 269–271, 311, 313, 340, 368–369, 372, 375, 422, 429, 434
- development 26, 29, 117–119, 124, 129, 133, 135, 137–138, 174–175, 180, 182, 253, 258, 379, 397–398, 415–416, 418, 426, 438
- impairment 84, 115, 160–161, 206, 209, 217, 253, 316, 327, 329–331, 359, 396
- minority 143, 145–146, 179–180, 183, 196, 211–212, 215
- network 17, 19–25, 42, 44, 419
- proficiency 46, 97, 147, 173, 175, 182, 201, 203, 206–208, 210, 213, 232, 258, 273
- later language development 119, 124, 129, 138
- learning difficulties 38, 209, 315, 317, 327, 335, 402, 408
- left anterior negativity (LAN) 259, 262–263
- letter-sound correspondences 337, 339–341, 343
- lexical
- inferencing 199–200, 204–205, 210, 215, 217
- quality 52, 54–55, 58, 61, 63–66, 306
- representations 23, 30, 59, 62, 151
- variation 237, 239
- linear hypertext 150
- linguistic
- context 219–220
- form 54–55, 57, 238
- Interdependence Hypothesis 203
- proficiency 211
- listening comprehension 56, 170–171, 174
- literacy
3, 29–32, 34–36, 41–42, 51–52, 54, 58, 63, 66–67, 80, 82–84, 104, 110, 114–117, 119, 132–133, 137–138, 140–142, 144–147, 167–168, 172, 174–175, 177–181, 184, 186, 194–197, 201–203, 211–216, 219, 223, 225, 229–232, 234–235, 237, 253, 277, 280–281, 289–290, 292, 295–298, 303, 310–311, 328, 333–334, 342–344, 346–347, 359, 361, 363, 372, 377, 379, 413, 426, 434, 438
- achievement 80, 82, 84, 137, 377
- development 3, 84, 104, 115, 137–138, 142, 144, 167–168, 174, 177, 179, 181, 216, 219, 230, 234, 237, 363
- instruction 30, 34, 174, 181, 186, 194–195, 310–311, 346
- literate
- form 57
- word knowledge 52
- longitudinal research/studies 42, 108, 210, 262–265, 336
- long-term memory 3, 8, 110, 159, 283
- low-level processes 108
M
- main ideas 176
- mean length of utterance (MLU) 238
- medial
- prefrontal cortex 7, 13, 33
- temporal lobe 7, 13, 16
- memory 3–18, 20, 23, 25, 31, 36, 44, 47, 52–54, 56–57, 62–64, 66, 87, 96–97, 100, 108, 110–113, 115, 117–118, 121, 157, 159–160, 162, 172, 178, 181, 186–187, 189–191, 194, 196–197, 200, 212, 215, 253, 258, 269, 271, 280, 283, 292, 304, 306, 311, 313, 315–316, 318, 328–331, 353, 357, 365, 368, 377–378, 381, 401, 405–406, 409–410, 417, 420, 422–424
- memory-unification-control (MUC) 20, 25, 419–420
- mental
- model 299, 306
- representation 58, 86–87, 92, 100, 153, 158–159, 176
- meta-analysis 12, 33, 44, 82, 96, 99, 134, 168–169, 180, 204, 271, 277, 316–317, 330, 346–347, 360–361, 411
- metacognitive
78, 80–81, 160, 167, 169, 171, 176–177, 210
- development 210
- metalinguistic 69, 79, 120, 167–169, 176–177, 194, 219, 222, 229–234, 253, 265
- mnemonic 279–280, 377
- modularized 202
- monolingual 34, 70, 120, 175, 177, 180, 192, 201–202, 204, 206, 208, 216, 219–220, 222, 231–233, 235, 239–240, 253, 267, 383
- Moroccan 240
- morphological
- analysis 71–72, 82, 205
- awareness 69–74, 76, 80–82, 173, 178, 181, 193–194, 197, 217, 219–223, 225–231, 235–236
- processing 173
- strategies 205
- morphology 54, 69, 71–72, 75, 83, 173, 233, 235–236, 339, 379, 382, 386–387, 392
- morpho-syntax/syntactic 54–55, 120, 124, 126, 200
- motivation 12, 137–142, 144–145, 258, 269, 302, 342, 353, 373, 421, 424
- motivational challenge 140–141
- motor
- disorder 399
- imagery 408–411
- learning 328, 400–402, 404, 407
- multilingual learner 209
- multimedia 155, 162, 298, 363–364, 376–377
- multimodal 371, 374, 419
- multiple deficit
- model 344, 348–349, 361
- perspective 352
- multi-sensorial learning 280
N
- N400 60–62, 65, 259, 263–265, 267–268
- narration 116, 119, 135, 308, 392
- narrative
10, 88, 90, 97–98, 100–101, 110, 113, 116–117, 119, 121, 124–126, 129–135, 153, 169, 182, 237, 252–253, 296, 304–307, 310, 372, 379, 381–385, 387–392, 394, 396–397
- narrative skills 237, 253
- structure 98, 169, 379, 384, 388, 392
- National Literacy Panel 168, 211, 213
- native language learners 119
- near-transfer 90–91
- network 12, 17, 19–27, 33, 39, 42–46, 86, 158, 257, 265–267, 269, 272, 414, 417–419, 422, 425, 433, 436
- networks of interest (NOI) 21
- networked hypertext 150, 154, 159
- neural oscillation 266
- neuro
- -biology 13, 17–19, 25–26, 29–30, 39
- -chemistry 29–30, 37–38
- -cognition 257, 272, 312, 436
- -developmental disorders 351
- -plasticity 29, 35, 40, 42, 46
- -science 3–5, 9–14, 16, 24, 29–30, 38, 400–401, 407, 433, 436–437
- non-adjacent dependency learning 315–317, 323–324, 328
- non-reading contexts 87
- O
- online processes 86
- opaque language 185
- oral
- language 70–72, 98, 110–111, 115–116, 141, 169–171, 180, 186–187, 195, 201, 213, 223, 328
- proficiency 170–171, 173–174, 222, 254
- orthographic
24–25, 30, 46–47, 52–53, 55, 58–62, 64, 69, 72–76, 79–81, 83–84, 168, 173, 185, 196, 222, 234–235, 279, 341–342, 345, 348
- knowledge 58, 72–73, 81, 235
- learning 72–76, 81, 83–84
- processing 69, 72–73, 80–81, 83
- rule 279
- orthography 24, 54, 61, 69, 83, 109, 114, 116, 141, 220, 231–232, 236, 279, 377
- over-identification 206
P
- P600 60, 259–268, 271
- paraphrasers 89
- pathfinder 158
- Persian
186, 194
- Farsi 186–187, 189
- phonemic awareness 170, 178, 202, 344
- phonological
- awareness 36–37, 39, 46, 70–71, 81, 113, 168, 170–175, 177, 179–180, 182, 186–190, 194–195, 219–223, 225–227, 229–235, 291, 315, 353–354, 405
- deficit 335
- processing 18, 29–30, 37, 46, 48, 75, 233–235, 330, 351–352
- phonology 22–24, 53–55, 57, 61, 220, 235–236, 342
- pinyin 220, 230
- plasticity 14, 30, 41–42, 425, 436
- pragmatic communication 306, 308
- pre-readers 93
- primary education 290, 405
- print awareness 171
- print/speech convergence 29, 32
- prior knowledge 3–5, 7–12, 14–15, 115, 149, 151, 153–155, 157, 159, 161, 176–177, 182, 204, 311
- procedural deficit hypothesis 315–316, 328, 331
- professional training 211
- prosody 319, 382
- proto-conversations 421
- pseudoword 30, 39, 171, 188–190, 193, 195, 321, 323
Q
- questioning 85, 87–91, 95, 177, 182, 298
R
- rapid naming 187, 336, 353–354, 375
- reading 44
195, 197
- acquisition 29, 35, 46, 69, 76, 78, 83, 147, 192, 196, 220, 230, 233–235, 341–343, 359
- comprehension 32–34, 56, 58, 63, 66–67, 70–72, 77, 81–82, 85–86, 88–101, 134, 144–147, 149–163, 169–176, 178–182, 195–196, 199–204, 206–217, 233–235, 278, 295, 297–298, 303, 309, 312–313, 363, 367–368, 372–376
- comprehension difficulties 86, 94
- comprehension intervention 85, 88–89, 98, 374
- comprehension skills 32, 86, 100, 196, 202, 210, 295
- difficulty 46, 76–80, 303
- disability 29–30, 38, 40–41, 47, 84, 96, 214, 330–331, 336, 346–348, 361, 376, 378
- instruction 87, 97, 161, 215, 232, 337, 343, 346–347, 356, 376
- receptive vocabulary 57, 170, 201, 224–225, 231, 283
- referential 86, 238, 306–307, 364–365, 367, 369, 381, 421
- refugees 184, 201
- region of interest (ROI) 268
- relevance theory 420
- remedial teaching 343
- remediation 29–30, 40–41, 49, 70, 114, 292, 311, 336, 360, 364, 406, 427, 437
- representation building 95
- Response-Dominance Index 257
- response-to-intervention (RTI) 196, 333–334, 336–337, 342, 344–345, 349, 358–360
- resting state fMRI 22
- retrieval 6–8, 10, 16, 18, 23, 31, 52, 54, 57, 63–64, 160–161, 187, 315, 424
- Romance 187–189, 194
- Russian 185, 194, 205, 261–262, 279
S
- scaffolding 90
- second language 34–35, 42, 45–46, 49, 63, 66, 137–138, 140–141, 144–147, 167, 179–181, 183–184, 192–194, 196, 199, 211, 213–214, 216–217, 232–234, 239–240, 251–252, 257–258, 260, 269–273, 296, 312, 327, 409, 435
- self-regulation 111, 115–116, 159, 429
- semantic
- complexity 124, 205
- memory 6, 15, 25
- relations 86, 140, 206, 380
- sentence processing 25, 33, 43, 48, 65, 258–260, 266, 270–272
- sentences 42, 51, 57, 86–88, 92, 103, 108, 111, 133, 151, 187, 191, 193, 206–209, 257, 259–265, 267–268, 271, 299, 302, 304–305, 307, 315, 317, 319–323, 327, 368, 378–379, 383, 385, 387–388, 392
- sign language/ signing 420, 425, 431
- simple view of reading (SVR) 97, 182, 199–200, 213
- situation(al) model 151–152, 157, 159, 299, 305–307, 311
- Slavic 185, 187–194, 261
- social motivation 140
- social-pragmatic precocity 139
- socio
- -cognitive 69, 79
- -cultural 167, 169, 173–174, 177, 179, 212, 308
- -economic status (SES) 35–36, 125, 135, 139, 174–175, 177, 181, 201–202, 211, 383–384
- -neurocognitive account 414
- sound-letter correspondences 280
- Spanish 32, 58, 108, 114, 118, 141, 146, 168–175, 178–181, 185, 194, 203, 211–212, 214–216, 233, 235, 253, 263, 267–268
- spatial 14, 20, 31, 43, 45, 86, 156, 162, 223, 307, 364–368, 371–375, 378, 394, 429
- special education 115, 253, 277, 282, 290–292, 400
- specific
- language impairment (SLI) 115, 160–161, 217, 315–317, 328–331, 351
- learning disorder 333, 335, 342, 350
- speech generating device 431
- spelling 42, 51, 53, 58–59, 61, 63, 66, 74–77, 81, 83, 103–110, 112–117, 141, 168, 181, 186–190, 195, 215–216, 233, 235–236, 244, 277, 279–285, 288–293, 312, 334–336, 344–345, 349, 351–355, 357–359, 368–369, 371, 375, 384, 393
- spoken language network 17
- standards of coherence 87
- strategic processes 87, 100
- strategies 4, 10, 24, 30, 35, 69, 77–83, 87–88, 96–97, 115, 152, 155–156, 159–162, 171, 176–177, 180, 190, 200, 204–206, 210, 215, 271, 297–298, 309, 366, 374–375, 404, 426, 437–438
- structured instruction 382
- struggling
- comprehenders 91
- readers 40, 85–86, 89, 99, 215–216, 309, 311–312
- stylistic 237–238, 253
- subtractive bilingualism 169
- syntactic/syntax 18, 20, 22-26, 31–33, 54–55, 57, 62, 104–105, 107–110, 112, 113, 119–124, 126–127, 129–130, 132–135, 139, 171, 184–188, 190–194, 196, 200-201, 206, 209, 238, 257–272, 295, 297, 301–302, 305-307, 316, 330, 339, 368, 379, 381–382, 384, 388, 391–394
T
- Tagalog 187–189, 194
- tangibles 415, 431
- task analysis 277–279, 292
- task-impurity 350
- technical reading 318, 363, 368, 372, 374
- televised stories 93
- text
- comprehension 33, 44, 56, 62–63, 92–93, 95, 97–98, 100, 150–151, 155–157, 159, 161, 176, 180, 187, 214, 310, 312
- quality 103–115, 118
- textbase 305–307
- theory-of-mind 419, 423
- think-aloud task 89
- topic knowledge 110, 112, 116
- transcription skills 104, 107–109, 112, 115
- transfer 74–76, 84, 90–91, 93–95, 160, 167–168, 170–174, 176–182, 190, 192–195, 199, 203, 212, 217, 222–223, 230–233, 235, 265, 267, 336–337, 341, 407
- transparent 64, 141, 185, 191, 221
- language 185
- transposed letter effect 58
- trialogue 298–302
- t-unit 106
- Turkish
108, 113, 170, 178–179, 240
- -Dutch 170
- tutor 295–296, 298–300, 302, 311, 339, 343, 347–348
- typology 134, 414, 418
U
- unification 17, 20, 22–24, 270
- usage-based theory 135, 420, 438
V
- verbal efficiency hypothesis 52
- verbal thinking 378
- Verhoeven 24, 51, 56, 58, 63–66, 85, 124–125, 132, 137, 140–141, 145, 157–163, 167, 170, 173, 176, 179–180, 200–201, 211–212, 233, 237–240, 253, 284, 296, 343, 348, 369, 375, 384, 395, 405–406, 409–410, 414, 421, 425–426, 435–437, 439
- visual
- attention span 354, 370, 375
- displays 363, 372, 377
- word form area (VWFA) 31, 43
- vocabulary 51, 56–60, 65, 71, 104–106, 108–109, 117, 141–143, 145–147, 157, 169–176, 178–182, 190, 194–195, 199–207, 209–217, 219–229, 231–235, 239, 244, 250–253, 264, 283, 296, 298, 338–339, 352, 355, 357, 368–369, 377, 416, 422, 424, 431, 433
W
- wait-and-fail approach 336
- Wernicke-Lichtheim-Geschwind (WLG) model, 17–19 21, 23
- Wernicke’s area 18–20
- within-language relationships 171
- word
- concreteness 305
- generation 143–144
- identity 51, 54–55, 58
- meaning 51, 55–56, 63, 221, 271, 368
- reading 18, 24, 31, 33, 36, 46–47, 51–52, 58, 63, 66, 70–73, 77, 81, 83, 110, 116, 140–141, 146, 157, 180, 189, 205–206, 208, 210, 235, 318, 323, 335–337, 339, 343, 345, 347, 352, 368, 393
- -level 103, 105, 113
- -text writing relationship 103
- -to-text integration (WTI) 51, 62–63, 66–67
- working memory 36, 44, 47, 52, 56–57, 66, 87, 97, 108, 111, 115, 117–118, 157, 160, 172, 178, 190–191, 196–197, 200, 212, 215, 258, 269, 271, 292, 304, 306, 316, 318, 328–330, 353, 378, 401, 405–406, 409–410, 420, 423–424
- writing
- accuracy 106
- cohesion 240
- fluency 106
- productivity 106, 109
- skills 103, 111–113, 116–117, 183–184, 237, 239, 252–254
- written
- language development 175
- stories 93, 237
- text production 121
Z
- zone of proximal development 279, 291, 426
