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. v–viii
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Table of contents
Preface
ix
Part ILanguage and literacy development
How neuroscience can inform education: A case for prior knowledge effects on memory
3
Marieke T. R. van Kesteren
Dirk J. Ruiter
Guillén Fernández
The neural basis for primary and acquired language skills
17
Peter Hagoort
Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability
29
Kenneth R. Pugh
Lexical quality revisited
51
Charles Perfetti
The role of metalinguistic and socio-cognitive factors in reading skill
69
Hélène Deacon
Rebecca Tucker
Bradley Bergey
Developing reading comprehension interventions: Perspectives from theory and practice
85
Paul van den Broek
Christine Espin
Kristen McMaster
Anne Helder
Hunting for the links between word-level writing skills and text quality
103
Naymé Salas
Liliana Tolchinsky
The development of Hebrew conjunct constructions in narration
119
Dorit Ravid
Liat Hershkovitz
Motivation and engagement in language and literacy development
137
Catherine E. Snow
Children’s hypertext comprehension
149
Eliane Segers
Part IIMultilingual language and literacy development
An updated review of cross-language transfer and its educational implications
167
Aydin Yücesan Durgunoğlu
The influence of first language on learning English as an additional language
183
Linda Siegel
Orly Lipka
Multilingual learners: Vocabulary and beyond
199
Esther Geva
Christie Fraser
A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts
219
Lam Katie
Chen Xi
Koh Poh Wee
Gottardo Alexandra
Development of qualifiers in children’s written stories
237
Anne Vermeer
Joey Ceglarek
Individual variation in syntactic processing in the second language: Electrophysiological approaches
257
Janet G. Van Hell
Fatemeh Abdollahi
Part IIILanguage and literacy development in special populations and its implications
How to teach children reading and spelling?
277
Anna M. T. Bosman
J. L. M. Schraven
Two technologies to help adults with reading difficulties improve their comprehension
295
Arthur C. Graesser
Shi Feng
Zhiqiang Cai
Can poor readers be good learners? Non-adjacent dependency learning in adults with dyslexia
315
Annemarie Kerkhoff
Elise de Bree
Frank Wijnen
The shift of the role of early intervention in the study of dyslexia
333
Aryan van der Leij
Issues in diagnosing dyslexia
349
Peter F. de Jong
Elsje van Bergen
Imagery in reading and reading disabilities
363
Kees P. Van den Bos
Written narratives in children with autism
379
Judy S. Reilly
Lara Polse
Janie Lai
Advancing interventions for children with motor restrictions
399
Bert Steenbergen
Assessment of communicative competence in children with severe developmental disorders
413
Hans Van Balkom
Stijn R. J. M. Deckers
Judith Stoep
Index
441
