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This is an edited book based on papers presented at a 2003
invitee-only conference under the sponsorship of the Merrill
Advanced Studies Center of the University of Kansas. The
participants were prominent scholars in the areas of language and
reading, and have research programs funded by NIH and other
sources. The purpose of the gathering was to discuss theoretical
issues and research findings concerning the relationship between
developmental language and reading disabilities, specifically
looking at neurological, behavioral, and genetic factors. In
addition, it discussed other factors contributing to reading
difficulties in the middle elementary school years through
adolescence and literacy outcomes for children with early language
impairments, and how these problems relate to children with
dyslexia. The Foreword is written by Reid Lyon, Branch Chief, Child
Development and Behavior Branch, NICHD-National Institutes of
Health.
This is an edited book based on papers presented at a 2003
invitee-only conference under the sponsorship of the Merrill
Advanced Studies Center of the University of Kansas. The
participants were prominent scholars in the areas of language and
reading, and have research programs funded by NIH and other
sources. The purpose of the gathering was to discuss theoretical
issues and research findings concerning the relationship between
developmental language and reading disabilities, specifically
looking at neurological, behavioral, and genetic factors. In
addition, it discussed other factors contributing to reading
difficulties in the middle elementary school years through
adolescence and literacy outcomes for children with early language
impairments, and how these problems relate to children with
dyslexia. The Foreword is written by Reid Lyon, Branch Chief, Child
Development and Behavior Branch, NICHD-National Institutes of
Health.
This volume explores the unique sociocultural contexts of literacy
development, values, and practices in African American communities.
African Americans--young and old--are frequently the focus of
public discourse about literacy. In a society that values a rather
sophisticated level of literacy, they are among those who are most
disadvantaged by low literacy achievement. "Literacy in African
American Communities" contributes a fresh perspective by revealing
how social history and cultural values converge to influence
African Americans' literacy values and practices, acknowledging
that literacy issues pertaining to this group are as unique and
complex as this group's collective history.
This volume explores the unique sociocultural contexts of literacy
development, values, and practices in African American communities.
African Americans--young and old--are frequently the focus of
public discourse about literacy. In a society that values a rather
sophisticated level of literacy, they are among those who are most
disadvantaged by low literacy achievement. "Literacy in African
American Communities" contributes a fresh perspective by revealing
how social history and cultural values converge to influence
African Americans' literacy values and practices, acknowledging
that literacy issues pertaining to this group are as unique and
complex as this group's collective history.
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