|
Showing 1 - 4 of
4 matches in All Departments
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.
Existing literature on literacy in African American communities is
typically segmented by age or academic discipline. This
fragmentation obscures the cyclical, life-span effects of this
population's legacy of low literacy. In contrast, this book brings
together in a single-source volume personal, historical,
developmental, and cross-disciplinary vantage points to look at
both developmental and adult literacy from the perspectives of
education, linguistics, psychology, anthropology, and communication
sciences and disorders. As a whole, it provides important evidence
that the negative cycle of low literacy can be broken by drawing on
the literacy experiences found within African American
communities.
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.
Existing literature on literacy in African American communities is
typically segmented by age or academic discipline. This
fragmentation obscures the cyclical, life-span effects of this
population's legacy of low literacy. In contrast, this book brings
together in a single-source volume personal, historical,
developmental, and cross-disciplinary vantage points to look at
both developmental and adult literacy from the perspectives of
education, linguistics, psychology, anthropology, and communication
sciences and disorders. As a whole, it provides important evidence
that the negative cycle of low literacy can be broken by drawing on
the literacy experiences found within African American
communities.
This book focuses exclusively on child bilinguals or children
exposed to a second language in various learning contexts. Through
the presentation of research on how children learn the sound
systems or lexicon in two languages and via different routes, the
book aims to paint a comprehensive picture of child bilingualism
and second language learning. In addition, the book features
contributions focused on theoretical overviews and methodological
approaches. Researchers from diverse disciplines such as
linguistics, psychology, and speech-language pathology contributed
to the book that thus represents an effort to integrate multiple
views and perspectives. The book is useful for researchers,
clinicians, and educators who work with children acquiring or
learning a second language in different settings. It should also be
of interest to university students studying bilingualism and/or
second language acquisition or parents raising bilingual children.
This is one-of-a-kind resource presents a wide range of expert
opinions about phonological disorders in children, allowing readers
to understand and compare diverse approaches to assessment and
intervention, choose the ones that will work best, and use their
new knowledge to make decisions during clinical interventions. For
each of the book's three sections--Assessment and Classification.
Goal and Target Selection, and Intervention--the editors pose
important "frequently asked questions" for each contributor to
answer, on topics such as diagnostic classification systems,
integration of language goals with phonological goals, selection of
treatment goals and targets, individual therapy versus group
therapy, and what to do when an intervention plan is not working.
Through the theoretical insights and practical experience each
contributor shares--and a helpful conclusion that comments on all
the approaches discussed--readers will have the broad and balanced
knowledge they need for informed clinical decision making.
Speech-language parhologists, graduate students, audiologists, and
educators will use this comprehensive, accessible resource to shape
their practices and improve the lives of children with phonological
disorders.
|
|