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Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems: Implications for Assessment and Instruction, by Ba
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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.
- Sales Rank: #1483340 in Books
- Published on: 2014-08-07
- Original language: English
- Number of items: 1
- Dimensions: 6.40" h x 1.30" w x 9.40" l,
- Binding: Hardcover
- 384 pages
About the Author
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.
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