Much has been learned in recent years about the close connections among language and literacy processes, both typical and atypical. Filling a significant gap in the literature, this comprehensive volume brings together leading authorities in communication sciences and disorders, learning disabilities, and literacy education to present current knowledge in this area. Reviewed are the latest advances in theory, research, and practice in language and literacy development, including the impact of specific language-related processes on literacy learning and ways to achieve optimal learning outcomes with diverse students.

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C. Addison Stone, PhD, is Professor of Educational Studies at the University of Michigan. His research interests center on the social context of learning and development in children with language and learning disabilities.

Elaine R. Silliman, PhD, CCC-SLP, is Professor of Communication Sciences and Disorders and Cognitive and Neural Sciences at the University of South Florida and a Fellow of the American Speech-Language-Hearing Association. Her research interests and publications focus on oral language-literacy connections in monolingual English speaking children with social dialect variations, bilingual (Spanish-English) children, and children with language learning disabilities.

Barbara J. Ehren, EdD, CCC-SLP, is a Research Associate at the University of Kansas Center for Research on Learning and a Fellow of the American Speech-Language-Hearing Association. Her research and development work focuses in adolescent literacy, with an emphasis on the Strategic Instruction Model at the school level and on the shared responsibility of a variety of professionals for content literacy.
Kenn Apel, PhD, CCC-SLP, is Professor and Chair of the Department of Communicative Disorders and Sciences at Wichita State University and a Fellow of the American Speech Language Hearing Association. His research and teaching interests are in typical and artypical language-literacy development, with a specific focus on reading and spelling.

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