Language and Literacy Learning in Schools

Elaine R. Silliman, PhD, CCC-SLP, Professor Emeritus of Communication Sciences and Disorders and Cognitive and Neural Sciences at the University of South Florida, is a Fellow of the American Speech-Language-Hearing Association (ASHA) and the International Academy for Research on Learning Disabilities, and received the Distinguished Alumni Award from the Graduate Center of CUNY. A past Editor of the ASHA journal Language, Speech, and Hearing Services in Schools, she was elected to the first Specialty Board on Child Language. Her research and publications focus on language learning disabilities and the language basis of literacy in children struggling with reading, writing, and spelling, including bilingual children and those with social dialect variations. She is coauthor or coeditor of three previous books, including the Handbook of Language and Literacy. Louise C. Wilkinson, EdD, is Distinguished Professor of Education, Psychology, and Communication Sciences in the School of Education at Syracuse University. She is best known for her extensive research on children's language and literacy learning, which has been published in more than 130 articles, chapters, and volumes. She has served on the boards of major research journals and of the National Reading Research Center, the National Association of Universities and Land-Grant Colleges' Commission for Human Resources and Social Change, and the U.S. Department of Education's Laboratory for Student Success. Dr. Wilkinson is a Fellow of the American Psychological Association, the American Psychological Society, and the American Association of Applied and Preventative Psychology. Among her many professional leadership activities nationally and internationally, Dr. Wilkinson has chaired national review panels for the U.S. Department of Education and the National Science Foundation.

I. Challenges and Choices in the New Educational Landscape
1. Collaboration for Language and Literacy Learning: Three Challenges, Silliman and Wilkinson
2. Collaborative Models of Instruction and Intervention: Choices, Decisions, and Implementation, Wallach and Ehren
II. Word Recognition and Reading Comprehension: Perspectives on Instructional and Intervention Practices
3. Language and Discourse Contributions to Word Recognition and Text Interpretation: Implications of a Dynamic Systems Perspective, Gillam and Gorman
4. Building Word Recognition Skills through Empirically Validated Instructional Practices: Collaborative Efforts of Speech–Language Pathologists and Teachers, Troia
5. Reading Comprehension Instruction for All Students, Whitaker, Gambrell, and Morrow
6. Toward More Ambitious Comprehension Instruction, Pressley and Hilden
7. Integration of Language and Discourse Components with Reading Comprehension: It’s All About Relationships, Donahue and Foster
III. Writing and Spelling: Perspectives on Instructional and Intervention Practices
8. The Role of Dialogue in Constructing Effective Literacy Settings for Students with Language and Learning Disabilities, Englert and Dunsmore
9. EmPOWER: A Strategy for Teaching Students with Language Learning Disabilities How to Write Expository Text, Singer and Bashir
10. Instructional Approaches to Spelling: The Window on Students' Word Knowledge in Reading and Writing, Templeton
11. Integration of Language Components in Spelling Instruction: Instruction That Maximizes Students' Learning, Apel, Masterson, and Hart
IV. Integrating Education and Clinical Practices
12. Putting Humpty Dumpty Together Again: What’s Right with Betsy, Silliman, Wilkinson, and Danzak