About The Book

Language, Literacy, and Learning: Theory and Application is an academic textbook for graduate students studying speech-language pathology and a useful clinical resource for practicing speech-language pathologists (SLPs). This text explores how aspects of orthography and word learning relate to speech production and reading comprehension in children and adults with typical development or language learning differences. It is essential that SLPs assess and treat language and literacy skills in their clients. This text is uniquely designed to help SLPs build their own skillsets in facilitating the development of the literacy skills that are crucial for navigating educational, vocational, and recreational experiences.

This evidence-based resource includes clinical examples to support chapter information, with a focus on the science of reading and writing, typical and exceptional reading and writing development, and assessments and interventions for individuals with reading and writing differences. The author uses a student-friendly writing style that promotes learning at various levels of thinking: remembering, understanding, applying, analyzing, evaluating, and creating.

Key Features

  •  An overview of current and influential theoretical models, the research supporting these models, and the evidence challenging each model
  • Detailed table of current published and standardized reading assessments for children, adolescents, and adults
  • Chapters featuring interviews with family members or teachers of individuals who have had experience with reading differences
  • Highlights of the accessibility and cultural implications of the presented information
  • Supplementary activities for instructors to conduct in class to support learning

Language, Literacy, and Learning: Theory and Application is also a useful resource for special education teachers who work with students experiencing reading differences.

About The Authors

Meredith Saletta Fitzgibbons, PhD, CCC-SLP (preferred pronouns: she/her/hers) earned her Bachelor of Arts in Special Education and Judaic Studies from Hebrew Theological College (Chicago, IL), her Master of Science in Communication Disorders and Sciences from Rush University (Chicago, IL), and her Doctor of Philosophy in Speech, Language, and Hearing Sciences from Purdue University (West Lafayette, IN). Her research explores speech kinematics, the influence of orthography on speech production, and literacy in individuals with intellectual or developmental disabilities. Currently, Dr. Saletta Fitzgibbons is an assistant professor in the Speech-Language Pathology Program at Midwestern University (Downers Grove, IL).

Table Of Contents

Foreword by Tiffany P. Hogan
Preface
Reviewers

Chapter 1. From Decorated Rocks to Dyslexia Research: The Evolution of Reading and Writing

Chapter 2. The View From a Mountain Road: The Neurobiology and Neurophysiology of Reading and Writing

Chapter 3. “Never the Same Again:” The Phenomenon of Orthographic Interference

Chapter 4. “I Call ‘Em as I See ‘Em:” How Reading Interacts With Other Language and Developmental Processes

Chapter 5. From Snapshots to Sounds to Sight Words: The Typical Development of Reading, Writing, and Spelling

Chapter 6. Exceptional Reading I: Children, Adolescents, and Adults With Intellectual or Developmental Disabilities

Chapter 7. Exceptional Reading II: Children, Adolescents, and Adults With Developmental Dyslexia

Chapter 8. Exceptional Reading III: “What Color is Oakley Avenue?” and Other Reading Differences

Chapter 9. When You Are Concerned About a Child’s Reading or Writing: Overview of Assessment Techniques

Chapter 10. Putting It All Together: Tools for Teaching Reading and Writing

Index

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