Developmental Perspectives in Written Language and Literacy : In Honor of Ludo Verhoeven.

Intro -- Developmental Perspectives in Written Language and Literacy -- Title page -- LCC data -- Table of contents -- Preface -- Part I. Language and literacy development -- How neuroscience can inform education: A case for prior knowledge effects on memory -- 1. Introduction -- 2. Differences in experimental approaches in neuroscience and education -- 3. Memory in the brain -- 3.1 Declarative memories: Episodic and semantic -- 3.2 Encoding, consolidation, and retrieval -- 3.3 Brain regions -- 4. Effects of prior knowledge -- 5. Educational neuroscience memory research -- 5.1 Prior knowledge -- 5.2 Insight -- 5.3 Post-encoding rest -- 6. Future directions -- References -- The neural basis for primary and acquired language skills -- 1. Introduction -- 2. The neurobiology of language -- 3. Connectivity in the language network -- 4. Beyond the classical model -- 5. Reading as an extension of the language network -- Acknowledgements -- References -- Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability: Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability -- 1. Introduction -- 2. Neurobiological studies of skilled reading/writing -- 2.1 Reading beyond the word: Sentence processing and text comprehension -- 2.2 Bilingualism, literacy, and the brain -- 2.3 SES, literacy, and the brain -- 3. Neurobiological studies of atypical reading -- 3.1 Functional differences in RD -- 3.2 Structural (neuroanatomic) differences in RD -- 3.3 Neurochemistry, neural noise and links reading disability -- 4. Developmental changes in the reading circuitry in TD and RD readers -- 5. Remediation and neuroplasticity in reading disability -- 6. Conclusions -- References -- Lexical quality revisited -- 1. Introduction.

1.1 The central ideas of Lexical Quality (LQ) -- 1.2 A paradigm example of lexical quality -- 2. Lexical Quality as a theoretical framework -- 3. Some empirical implications of LQ -- 3.1 Word meaning -- 3.2 Form knowledge: Linguistic and literate forms -- 3.3 Learning new words: Forms and meanings -- 3.4 Manipulating Lexical Quality -- 3.5 The word in text comprehension -- 4. Final reflections -- References -- The role of metalinguistic and socio-cognitive factors in reading skill -- 1. The role of morphological awareness in children's reading development -- 1.1 Practical implications -- 2. The role of orthographic processing in children's reading development -- 2.1 Practical implications -- 3. The interaction between morphological and orthographic factors in children's reading development -- 4. Socio-cognitive factors affecting the success of university students with a history of reading difficulty -- 4.1 Practical implications and next steps -- 5. Conclusion -- References -- Developing reading comprehension interventions: Perspectives from theory and practice -- 1. Introduction -- 2. A cognitive view of reading comprehension and development -- 3. Developing a reading comprehension intervention -- 4. Issues in reading comprehension research and practice -- 4.1 To what extent is comprehension of text unique? -- 4.2 Assessing reading comprehension -- 4.3 How difficult is it to improve reading comprehension? -- 5. Conclusion -- Acknowledgments -- References -- Author query -- Hunting for the links between word-level writing skills and text quality -- 1. Introduction -- 2. Assessing the quality of written texts -- 2.1 Holistic scoring -- 2.2 Analytic scoring -- 3. The impact of transcription skills on writing quality -- 3.1 Spoken and written text quality -- 4. Going beyond low-level components to explain text quality.

4.1 High-level writing processes: Task schemas and topic knowledge -- 4.2 Working memory and executive functions -- 5. Concluding remarks -- References -- The development of Hebrew conjunct constructions in narration -- 1. Introduction -- 1.1 Syntactic development -- 1.2 Complex syntactic constructions -- 1.3 Conjunct constructions -- 1.4 The current study -- 2. Method -- 2.1 Quantitative and qualitative analyses -- 2.2 Levels on the scale -- 3. Results -- 3.1 Text size -- 3.2 C-constructions -- 4. Discussion -- References -- Motivation and engagement in language and literacy development -- 1. Introduction -- 2. Early and later language development -- 3. Second language learning -- 4. Early literacy development -- 5. Later literacy development -- 6. Conclusion -- References -- Children's hypertext comprehension -- 1. Introduction -- 2. Theoretical framework of hypertext comprehension -- 3. Adult hypertext comprehension -- 4. Children's hypertext comprehension -- 5. Discussion and future perspectives -- References -- Part II. Multilingual language and literacy development -- An updated review of cross-language transfer and its educational implications -- 1. Introduction -- 2. Correlations between L1 and L2 proficiency -- 3. Deeper analyses of transfer -- 3.1 Longitudinal studies of bilinguals -- 3.2 Experimental approach -- 4. Contexts of transfer -- 4.1 Cognitive/linguistic aptitude, existing proficiencies -- 4.2 Home and school support -- 5. Sociocultural factors, socioeconomic status, contexts of language development -- 6. Conclusion -- References -- The influence of first language on learning English as an additional language -- 1. Introduction -- 1.1 Terminology -- 1.2 The Canadian context -- 1.3 Heritage language -- 1.4 First language influences on additional language learning -- 2. Investigating the relation between first and second languages.

2.1 Description of the sample -- 2.2 Oral language skills -- 2.3 Grade 1 -- 2.4 Grade 2 -- 2.5 Grade 3 -- 2.6 Memory -- 2.7 Memory for Words -- 2.8 Working Memory for Numbers -- 2.9 English vs. Chinese vs. Slavic languages -- 2.10 Grade 6 -- 3. Interventions to improve literacy -- 4. Conclusion and implications -- References -- Multilingual learners: Vocabulary and beyond -- 1. The simple view of reading - A spotlight on vocabulary -- 2. Vocabulary development in multilingual learners -- 3. Inter-lingual transfer of vocabulary -- 4. Vocabulary breadth and depth -- 5. Inferencing -- 6. Conjunctions - A special category of vocabulary knowledge -- 7. Command of conjunctions among atypical learners -- 8. Conclusions and future directions -- Acknowledgments -- References -- A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts -- 1. Introduction -- 1.1 Phonological awareness and morphological awareness in reading Chinese -- 1.1 Phonological awareness and morphological awareness in reading Chinese -- 1.2 Development of phonological awareness and morphological awareness in bilingual children -- 1.3 The present study -- 2. Method -- 2.1 Participants -- 2.2 Measures -- 2.3 Non-verbal reasoning -- 2.4 Phonological awareness -- 2.5 Morphological awareness -- 2.6 Vocabulary -- 2.7 Character reading -- 2.8 Procedure -- 3. Results -- 3.1 Means and correlations -- 3.2 The role of phonological awareness in vocabulary and character reading -- 3.3 The role of morphological awareness in vocabulary and character reading -- 3.3 The role of morphological awareness in vocabulary and character reading -- 4. Discussion -- 4.1 Similarities and differences in the relations between the metalinguistic and literacy skills -- 4.2 Development of Chinese metalinguistic skills -- 4.3 Conclusion -- References.

Development of qualifiers in children's written stories: Development of qualifiers in children's written stories -- 1. Introduction -- 2. Method -- 2.1 Informants -- 2.2 Instrumentation -- 2.3 Analyses and coding of qualifiers in the texts of the Writing Cohesion Task -- 2.3 Analyses and coding of qualifiers in the texts of the Writing Cohesion Task -- 2.4 Word Definition Task (25 items) -- 2.5 Procedure -- 3. Results -- 3.1 Tokens and types -- 3.2 Qualifiers -- 3.3 Name -- 3.4 Relation -- 3.5 Intensifiers -- 3.6 Adjective/adverb -- 3.7 Size -- 3.8 Price -- 3.9 Color -- 3.10 Detail -- 3.11 Modality/place/direction -- 3.12 Word Definition Task -- 3.13 Relation between the use of qualifiers and vocabulary -- 4. Conclusions and discussion -- References -- Appendix -- Individual variation in syntactic processing in the second language: Individual variation in syntactic processing in the second language: Electrophysiological approaches -- 1. Individual differences in second language syntactic processing: Electrophysiological studies -- 1.1 EEG and ERP methodology -- 1.2 Age of acquisition -- 1.3 L2 proficiency -- 1.4 Studies comparing different L2 learner groups who vary on L2 proficiency -- 1.4 Studies comparing different L2 learner groups who vary on L2 proficiency -- 1.5 Longitudinal studies of L2 learners who develop L2 proficiency over time -- 1.5 Longitudinal studies of L2 learners who develop L2 proficiency over time -- 1.6 Learning of artificial languages to track changes in proficiency within short timeframe -- 1.6 Learning of artificial languages to track changes in proficiency within short timeframe -- 2. Advanced EEG/ERP analyses to study individual differences in syntactic processing -- 2. Advanced EEG/ERP analyses to study individual differences in syntactic processing -- 2.1 Correlational and regression analyses.

2.2 Oscillatory neural dynamics and complex network analysis.

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