- Title Pages
- Dedication
- Preface
- Contributors
- Introduction
-
Chapter 1 Cognitive Processes in Writing -
Chapter 2 Linguistic Perspectives on Writing Development -
Chapter 3 Two Metaphors for Writing Research and Their Implications for Writing Instruction -
Chapter 4 Spelling in Deaf Children with Cochlear Implants -
Chapter 5 Spelling Acquisition in French Children with Cochlear Implants -
Chapter 6 Spelling Abilities in Hebrew-Speaking Children with Hearing Loss -
Chapter 7 The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss -
Chapter 8 Composing Academic Essays -
Chapter 9 Examining Early Spelling and Writing Skills -
Chapter 10 Morphological Awareness and Spelling Difficulties in French-Speaking Children -
Chapter 11 Writing Abilities of Pre-adolescents with and without Language/Learning Impairment in Restructuring an Informative Text -
Chapter 12 Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities -
Chapter 13 Written Narratives from French and English Speaking Children with Language Impairment -
Chapter 14 A Review of Dyslexia and Expressive Writing in English -
Chapter 15 Written Spelling in French Children with Dyslexia -
Chapter 16 Written Spelling in Spanish-Speaking Children with Dyslexia -
Chapter 17 The Writing Development of Brazilian Children with Dyslexia -
Chapter 18 Expressive Writing in Swedish 15-Year-Olds with Reading and Writing Difficulties -
Chapter 19 Improving Expressive Writing in Children with Learning Disabilities -
Chapter 20 Integrating Language Assessment, Instruction, and Intervention in an Inclusive Writing Lab Approach -
Chapter 21 Integrating Oral and Written Language into a New Practice Model -
Chapter 22 Integrating Writing and Oral Language Disorders -
Chapter 23 The Role of Oral Language in Developing Written Language Skills - Bridging Research and Practice
- Index
Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities
Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities
New Directions in Constructing Individual Profiles
- Chapter:
- (p.158) Chapter 12 Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities
- Source:
- Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems
- Author(s):
Robin L. Danzak
Elaine R. Silliman
- Publisher:
- Oxford University Press
This chapter addresses Spanish-speaking, English Language Learners (ELLs) in the United States (U.S.) who are sequential bilinguals; that is, English is acquired as a second language at school. The specific focus is the writing patterns of ELLs with atypical language development, who often present with multiple complexities in authenticating their language learning profiles. Presented first is an overview of Spanish-speaking ELLs in U.S. public schools, including the challenges of identifying those with atypical language development, followed by discussion of the few studies on the writing of ELLs with language learning disabilities. Finally, two case studies are offered to demonstrate how individual differences may be explored through a mixed methods profile analysis of student writing that examines the expression of both literate language and social identity.
Keywords: English language learner, bilingual, writing, identity, case study, language learning disability
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- Title Pages
- Dedication
- Preface
- Contributors
- Introduction
-
Chapter 1 Cognitive Processes in Writing -
Chapter 2 Linguistic Perspectives on Writing Development -
Chapter 3 Two Metaphors for Writing Research and Their Implications for Writing Instruction -
Chapter 4 Spelling in Deaf Children with Cochlear Implants -
Chapter 5 Spelling Acquisition in French Children with Cochlear Implants -
Chapter 6 Spelling Abilities in Hebrew-Speaking Children with Hearing Loss -
Chapter 7 The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss -
Chapter 8 Composing Academic Essays -
Chapter 9 Examining Early Spelling and Writing Skills -
Chapter 10 Morphological Awareness and Spelling Difficulties in French-Speaking Children -
Chapter 11 Writing Abilities of Pre-adolescents with and without Language/Learning Impairment in Restructuring an Informative Text -
Chapter 12 Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities -
Chapter 13 Written Narratives from French and English Speaking Children with Language Impairment -
Chapter 14 A Review of Dyslexia and Expressive Writing in English -
Chapter 15 Written Spelling in French Children with Dyslexia -
Chapter 16 Written Spelling in Spanish-Speaking Children with Dyslexia -
Chapter 17 The Writing Development of Brazilian Children with Dyslexia -
Chapter 18 Expressive Writing in Swedish 15-Year-Olds with Reading and Writing Difficulties -
Chapter 19 Improving Expressive Writing in Children with Learning Disabilities -
Chapter 20 Integrating Language Assessment, Instruction, and Intervention in an Inclusive Writing Lab Approach -
Chapter 21 Integrating Oral and Written Language into a New Practice Model -
Chapter 22 Integrating Writing and Oral Language Disorders -
Chapter 23 The Role of Oral Language in Developing Written Language Skills - Bridging Research and Practice
- Index
