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This book shows that reading-writing is a two-way street that is
burgeoning with research activity. It provides a comprehensive and
updated view on reading-writing connections by drawing on extant
research and findings. It puts forward a new conception of
literacy, one that establishes reading and writing connections as
the primeval ground for building literacy science. It shows how an
integrative view of literacy can have deep and lasting effects on
conceptualizing literacy development in several orthographies and
on improving literacy instruction and remediation worldwide. The
book examines in detail such issues as modeling approaches to
reading-writing relations, literacy development, reading and
spelling across orthographies and integrative approaches to
literacy instruction and remediation.
This book shows that reading-writing is a two-way street that is
burgeoning with research activity. It provides a comprehensive and
updated view on reading-writing connections by drawing on extant
research and findings. It puts forward a new conception of
literacy, one that establishes reading and writing connections as
the primeval ground for building literacy science. It shows how an
integrative view of literacy can have deep and lasting effects on
conceptualizing literacy development in several orthographies and
on improving literacy instruction and remediation worldwide. The
book examines in detail such issues as modeling approaches to
reading-writing relations, literacy development, reading and
spelling across orthographies and integrative approaches to
literacy instruction and remediation.
This book takes a fresh look at the challenge of setting up
educational writing intervention studies in authentic class
contexts. In four sections, the book offers innovative approaches
on how to conceptualize, design, implement, and evaluate writing
interventions for research purposes. Hot topics in the field such
as professional development for scaling up writing interventions,
building research practice partnerships, implementation variation
and fidelity, and response to intervention are addressed. To
illustrate the proposed approaches for writing promotion, the book
showcases a wide variety of writing interventions from around the
world, ranging from single-participant designs to large-scale
intervention studies in writing.
Executive functions are a set of cognitive processes we use to act
on information, manage resources, and plan and monitor our own
behaviour, all with the aim of achieving an end goal. These are
skills that develop from infancy. While 'reading' has been
extensively studied in psychology literature, 'writing' has been
somewhat neglected, despite a lack of capability in this area being
linked to poverty and social exclusion. This book is the first
comprehensive and state-of-the-art review of the relationship
between executive function skills and writing. It explores its role
across the lifespan, addressing all groups of writers, from
children and those with learning and language difficulties, to
adults and elders. It considers theoretical viewpoints, assessment
and methodological issues, and developmental disorders, and closes
with insightful commentary chapters that draw future directions for
investigating executive functions. Written by internationally
recognized scholars in the field, this is a new and innovative
contribution which will provide essential reading among
researchers, educators, and graduate students interested in
understanding the cognitive underpinnings of writing throughout the
lifespan
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