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• Half Title Page
• Title Page
• Copyright
• Dedication
• About the Authors
• Preface
• Contents
• Part I. Introductory Issues
• 1. Introduction
• Overview of Topics
• The General Approach of This Book
• 2. Brain Development, Language, and Literacy
• Why Study Brain Development?
• The Goal of Brain Development
• Further Explorations of Cytoarchitecture: Cell Types and Brain Layers
• Seven Major Processes of Brain Development
• Factors Affecting Brain Development
• Conclusions and Caveats
• Part II. The Development of Spoken Language Competence
• 3. An Overview of Spoken Language Competence
• The “Nature of” Question: What Does It Mean to Say That a Child Has Spoken Language Competence?
• The Relevance Question: Why Should Teachers Care about Whether Children Acquire Spoken Language Comp
• The Developmental Trends Question: How Does Spoken Language Competence Change over Time?
• The Developmental Mechanisms Question: What Factors Promote Changes in Spoken Language Competence?
• The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All of the K
• 4. The Development of Phonological Skills
• The “Nature of” Question: What Does It Mean to Say That a Child Has Phonological Processing Comp
• The Relevance Question: Why Should Teachers Care about Whether Children Acquire Phonological Process
• The Developmental Trends Question: How Does Phonological Processing Competence Change over Time?
• The Developmental Mechanisms Question: What Factors Promote Changes in Phonological Processing Compe
• The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All of the K
• 5. The Development of Word Meaning and Vocabulary
• The “Nature of” Question: What Does It Mean to Say That a Child Knows the Meaning of Words?
• The Relevance Question: Why Should Teachers Care about Whether Children Know the Meaning of a Large
• The Developmental Trends Question: How Does a Child’s Spoken Vocabulary Change over Time?
• The Developmental Mechanisms Question: What Factors Promote Changes in Children’s Spoken Vocabular
• The Deficiencies Question: Are There Populations of Children or Adults Who Have Underdeveloped or Im
• 6. The Development of Grammatical Knowledge
• The “Nature of” Question: What Does It Mean to Say That a Child Has Grammatical Knowledge?
• The Relevance Question: Why Should Teachers Care about Whether Children Ever Acquire Grammatical Kno
• The Developmental Trends Question: How Does a Child’s Grammatical Knowledge Change over Time?
• The Developmental Mechanisms Question: What Factors Promote Changes in Children’s Grammatical Know
• The Deficiencies Question: Are There Populations of Children or Adults Who Have Underdeveloped or Im
• Part III. The Development of Reading and Writing Skills
• 7. Emergent Literacy and Predictors of Early Reading Success
• Emergent Literacy
• Preliminary Issues
• Identifying and Rank Ordering Predictors of Reading Success
• Understanding Differences in Predictive Power
• Reasons for Caution in Interpreting Bivariate Correlations
• 8. Beginning Reading
• The “Nature of” Question: What Does It Mean to Say That a Child Has Beginning Reading Skills?
• Two Influential Models of Reading
• The Relevance Question: Why Should Teachers Care about Whether Children Acquire Beginning Reading Sk
• The Developmental Trends Question: How Do Beginning Reading Skills Change over Time?
• The Developmental Mechanisms Question: What Factors Promote Changes in Beginning Reading Skills?
• The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All of the B
• 9. The Development of Reading Comprehension
• The “Nature of” Question: What Does It Mean to Say That a Child Has Reading Comprehension Skills
• The Relevance Question: Why Should Teachers Care about Whether Children Acquire Reading Comprehensio
• The Developmental Trends Question: How Do Reading Comprehension Skills Change over Time?
• The Developmental Mechanisms Question: What Factors Promote Changes in Reading Comprehension Skills?
• The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All Reading
• 10. The Development of Writing Skills
• The “Nature of” Question: What Does It Mean to Say That Someone Has Writing Competence?
• The Relevance Question: Why Should Teachers Care about Whether Children Acquire Writing Skills?
• The Developmental Trends Question: How Do Writing Skills Change over Time?
• The Developmental Mechanisms Question: What Factors Promote Changes in Writing Skills?
• The Deficiencies Question: Are There Populations of Children or Adults Who Lack Some or All Writing
• Part IV. Individual and Group Differencesin Language and Literacy
• 11. Motivational Issues in Speaking, Reading, and Writing
• An Opportunity–Propensity (O–P) Model of Student Achievement
• The Nature of Motivation
• The Development of Motivation
• Individual Differences in Motivation
• Instructional Implications
• 12. Sociocultural Issues in Speaking, Reading, and Writing
• The Role of Gender in Language and Literacy Skill Acquisition
• The Role of SES in Language and Literacy Skill Acquisition
• The Role of Ethnicity in Language and Literacy Skill Acquisition
• The Role of Home Language in Language and Literacy Skill Acquisition
• The Role of Dialect in Language and Literacy Skill Acquisition
• Conclusions
• Part V. Instructional Techniques and Programs
• 13. General Principles of Effective Instruction
• Effective Teachers Are Skilled Decision Makers in the Classroom
• Domain‑General Principles of Effective Instruction Based on Cognitive Theories
• Domain‑General Principles Derived from Observational Measures
• Summary: Identifying Effective Approaches
• 14. Language and Literacy Programs That Work
• Interventions That Develop Emergent Literacy Skills
• Interventions That Develop Reading Skills
• Interventions That Develop Comprehension Skills
• Final Thoughts
• References
• Index