With a wide range of contributors from all over the world and from a range of disciplinary backgrounds, this handbook offers a truly global perspective on developments in research on writing. The new edition draws greater attention to writing and human development within a range of cultures, from childhood through adulthood. Attention to multimodalities, and writing/learning to write in digital spaces.

This volume presents oral discourse as central to the creation of knowledge. More specifically, it examines how oral texts can be successfully inter-connected to the written texts that are used on a daily basis in schools. By presenting research that illuminates how oral and written language function in school learning, this book adds a semblance of balance and order to the past century's conflicting theories about this issue. Rather than argue for the prominence of one over the other, the goal is to help the reader gain a rich understanding of how oral discourse and written texts might work together to create a new discourse that ultimately creates new knowledge. Talking Texts: How Speech and Writing Interact in School Learning: provides historical background for the study of talk and text; shows how talk, text, and meaning evolve, moving beyond recitation, in the context of school learning; presents examples of children's and adolescents' natural conversations as analyzed by linguists; includes exemplars offorms of talk and their evolution inside school contexts; contributes to research on school discourse by considering communication that is, at the same time, conversational and instructional--a style of talk that has been scientifically shown to draw students into learning; and, addresses talk as it interfaces with domains of knowledge taught in schools--covering a range of subject areas--to show how talk is related to and may be influenced by the structure, language, and activities of a specific discipline.Bringing together seminal lines of research to create a cohesive picture of discourse issues germane to classrooms and other learning settings, this volume is an essentialresource for researchers, graduate students, classroom teachers, and curriculum specialists across the fields of discourse studies, literacy and English education, composition studies, language development, sociolinguistics, and applied linguistics.

This volume presents oral discourse as central to the creation of knowledge. More specifically, it examines how oral texts can be successfully inter-connected to the written texts that are used on a daily basis in schools. By presenting research that illuminates how oral and written language function in school learning, this book adds a semblance of balance and order to the past century's conflicting theories about this issue. Rather than argue for the prominence of one over the other, the goal is to help the reader gain a rich understanding of how oral discourse and written texts might work together to create a new discourse that ultimately creates new knowledge. Talking Texts: How Speech and Writing Interact in School Learning: provides historical background for the study of talk and text; shows how talk, text, and meaning evolve, moving beyond recitation, in the context of school learning; presents examples of children's and adolescents' natural conversations as analyzed by linguists; includes exemplars offorms of talk and their evolution inside school contexts; contributes to research on school discourse by considering communication that is, at the same time, conversational and instructional--a style of talk that has been scientifically shown to draw students into learning; and, addresses talk as it interfaces with domains of knowledge taught in schools--covering a range of subject areas--to show how talk is related to and may be influenced by the structure, language, and activities of a specific discipline.Bringing together seminal lines of research to create a cohesive picture of discourse issues germane to classrooms and other learning settings, this volume is an essentialresource for researchers, graduate students, classroom teachers, and curriculum specialists across the fields of discourse studies, literacy and English education, composition studies, language development, sociolinguistics, and applied linguistics.

With a wide range of contributors from all over the world and from a range of disciplinary backgrounds, this handbook offers a truly global perspective on developments in research on writing. The new edition draws greater attention to writing and human development within a range of cultures, from childhood through adulthood. Attention to multimodalities, and writing/learning to write in digital spaces.

In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap-with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors-such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.

In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap-with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors-such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.