LEADER 05268nam 2200697 450 001 9910464332203321 005 20200520144314.0 010 $a0-19-023178-5 010 $a0-19-982729-X 035 $a(CKB)3710000000186163 035 $a(EBL)1742644 035 $a(SSID)ssj0001267881 035 $a(PQKBManifestationID)12435283 035 $a(PQKBTitleCode)TC0001267881 035 $a(PQKBWorkID)11265098 035 $a(PQKB)10875343 035 $a(StDuBDS)EDZ0000898743 035 $a(MiAaPQ)EBC1742644 035 $a(Au-PeEL)EBL1742644 035 $a(CaPaEBR)ebr10894664 035 $a(CaONFJC)MIL627550 035 $a(OCoLC)884016285 035 $a(EXLCZ)993710000000186163 100 $a20140722h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aWriting development in children with hearing loss, dyslexia, or oral language problems $eimplications for assessment and instruction /$fedited by Barbara Arfe?, Julie Dockrell, and Virginia Berninger ; contributors John Albertini [and forty nine others] 210 1$aNew York :$cOxford University Press,$d2014. 210 4$dİ2014 215 $a1 online resource (385 p.) 300 $aIncludes index. 311 $a0-19-982728-1 320 $aIncludes bibliographical references and index. 327 $aCover; Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems; Copyright; Dedication; Contents; Preface; Contributors; Introduction; Part One Models and Perspectives on Writing Development; 1 Cognitive Processes in Writing: A Framework; 2 Linguistic Perspectives on Writing Development; 3 Two Metaphors for Writing Research and Their Implications for Writing Instruction; Part Two The Impact of Oral Language Problems on Written Text Production; Children with Hearing Loss; 4 Spelling in Deaf Children with Cochlear Implants: Implications for Instruction 327 $a5 Spelling Acquisition in French Children with Cochlear Implants: A Case-Study Investigation6 Spelling Abilities in Hebrew-Speaking Children with Hearing Loss; 7 The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss; 8 Composing Academic Essays: Using Dictation and Technology to Improve Fluency; 9 Examining Early Spelling and Writing Skills: A Comparative Analysis of Kindergarteners with Speech and Oral Language Impair; 10 Morphological Awareness and Spelling Difficulties in French-Speaking Children 327 $a11 Writing Abilities of Pre-adolescents with and without Language/Learning Impairment in Restructuring an Informative Text12 Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities: New Directions in Constructing Individual Profiles; 13 Written Narratives from French and English Speaking Children with Language Impairment; Children with Dyslexia; 14 A Review of Dyslexia and Expressive Writing in English; 15 Written Spelling in French Children with Dyslexia; 16 Written Spelling in Spanish-Speaking Children with Dyslexia 327 $a17 The Writing Development of Brazilian Children with Dyslexia: An Evidence-Based Clinical Approach18 Expressive Writing in Swedish 15-Year-Olds with Reading and Writing Difficulties; 19 Improving Expressive Writing in Children with Learning Disabilities: The Effects of a Training Focused on Revision; Part Three Linking Research to Practice in Oral and Written Language Assessment and Intervention; 20 Integrating Language Assessment, Instruction, and Intervention in an Inclusive Writing Lab Approach 327 $a21 Integrating Oral and Written Language into a New Practice Model: Perspectives of an Oral Language Researcher22 Integrating Writing and Oral Language Disorders: Perspectives of a Writing Researcher; 23 The Role of Oral Language in Developing Written Language Skills: Questions for European Pedagogy?; Bridging Research and Practice: Conclusions; Untitled 330 $aWriting is challenging for the majority of learners. For students with language problems, difficulties with written expression are considered one of the most common learning challenges. There is much to learn about the ways in which oral language skills impact on the acquisition of written language in children. Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems focuses on the nature of the writing problems experienced by children with oral language problems. Three clinical groups are considered: children with hearing loss, oral language difficulties, and dys 606 $aChildren$xWriting 606 $aChildren with disabilities 606 $aChild development 608 $aElectronic books. 615 0$aChildren$xWriting. 615 0$aChildren with disabilities. 615 0$aChild development. 676 $a371.9/0446 702 $aArfe?$b Barbara 702 $aDockrell$b Julie 702 $aBerninger$b Virginia 702 $aAlbertini$b John 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464332203321 996 $aWriting development in children with hearing loss, dyslexia, or oral language problems$91931641 997 $aUNINA LEADER 00970nam0-2200289 --450 001 9910907699003321 005 20241126131859.0 010 $a9782503575636 100 $a20241126d2018----kmuy0itay5050 ba 101 0 $alat$afre 102 $aBE 105 $a 001yy 200 1 $aHumbertus Romanis De predicatione crucis$fcura et studio: Valentin Portnykh$gauxilium praestante Christine Vande Veire 210 $aTurnhout$cBrepols$d2018 215 $aLXXIII, 200 p.$cill.$d25 cm 225 1 $aCorpus Christianorum. 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