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Index

abstract words, 327 Apel, K., 193 Batshaw, M. L., 170 academic language, 7–8, 11, apprenticeship, 200 Bauer, D. J., 45 see also academic language appropriate, 201 Bear,D.R.,204 register aptitude, 231–232 Beck, I. L., 204–207 academic language register, 201 Archibald, L. M. D., 127 Becker,J.A.,48 academic literacy, 7–8, 198–9, Ashmore, R. A., 196 behaviorist perspective/theory, 221, 303, 307, 333–4, 342, Aslin,R.N.,68 379–380 361 augmentative and alternative Benko, S. L., 312, 313, 353 accountable talk, 310 communication (AAC), Berk, L. E., 82, 293 acquisition/learning hypothesis, 169–170 Berko, J., 76 389 autism spectrum disorder (ASD), Berman,R.A.,189 Acredolo, L., 87, 139 2, 147, 152, 261 Bernardini, P., 387 Adams, M. J., 53 autobiographical memory, 265, Bertelson, P., 152, 261 adverbial conjuncts, 297–8 281 Bhatia, T. K., 115, 122, 142 adverbial disjuncts, 297 automaticity, 240 Bialystok, E., 51, 53, 54, 113, affective filter hypothesis, 390 avoidance strategy, 323 116, 126, 134, 238 affective filters, 233 Biancarosa, C., 313, 314 affricates/affricatives, 124 Baba, J., 330, 331, 353 Bickerton, D., 37, 39 African American English (AAE), babble, 70, 122 bidialect, 301–303, 316, 317 87, 199, 301 baby talk, see motherese bilingual first language acquisition agency, 383 Baker, C., 113, 120, 131, 388, (BFLA), 55, 114, 142 Aitchison, J., 75 389 Bishop, D. V. M., 29, 147, 154, Alfassi, M., 210 Baker, S. E., 55 155 Alfieri, L., 307 Ball, A. F., 302, 303 Bissex, G. L., 92, 110, 213 Altarriba, J., 327 COPYRIGHTEDBarnett, W. S., 235 MATERIALBittman, M., 94 Alvermann, D. E., 347 Barratt-Pugh, C., 99, 100, 107 Black,K.M.,44 ambiguity tolerance, 232 Barton, M. E., 48, 59 Blake, R., 301 American Speech-Language- Bartsch, K., 80, 81 Blanton, R. E., 45 Hearing Association, 145, basic interpersonal Bleses, D., 50 409 communicative skills (BICS), Bloom, L., 47, 383 angular gyrus, 41 388 Blum-Kulka, S., 82 antonyms, 204–205 Bates, E., 73, 235, 384 Bochner, J. H., 52

Understanding Language and Literacy Development: Diverse Learners in the Classroom, First Edition. Xiao-lei Wang. © 2015 John Wiley & Sons, Inc. Published 2015 by John Wiley & Sons, Inc. Companion website: www.wiley.com/go/wang/langandlit

448 JWST465-IND JWST465-Wang Printer: June 11, 2014 12:35 Trim: 244mm × 170mm

Index 449

bootstrapping, 67, 383–384, cerebrum, 39–40 cooing, 69–70 see also multilingual Chapman, R. S., 152 cooperative strategy, 237 bootstrapping hypothesis, Charity-Hudley, A. H., 319 Copley, J. V., 66 syntactic bootstrapping Charniak, E., 265 corpus callosum, 39 Borkowski, J. G., 397 Cheng, C., 75, 126 Cossu, G., 261 Bornstein, M. H., 44 child-raising strategy, 46 Costa, A., 7 Bos, C., 18 Chomsky, N., 37, 56, 380, 404 Cote,L.R.,97 Bosch, L., 122 Christophe, A., 67, 72 count nouns, 189–90 Bosman, J., 25 chronological age, 6, 110 Craig, H. K., 94 bottom-up reading process, 394, Cicirelli, V. G., 48, 59 Crais, E., 50, 87 402 Clancy, P., 50 Creese, A., 337 Bouchard, C., 45 Clark, E. V., 73, 74 creole, 38–9 bound morpheme, 131, 142 classifiers, 50 critical discourse analysis (CDA), Bradley, R., 116 clause density, 356, 366 19, 30 brain lateralization, 40, 115 Coates, J., 45 critical framing, 22–3, 347 brain plasticity, 41 code-switching, 118, 141, 316, critical literacy, 25–6, 31, 106, Braxton, B., 101 319, see also translanguage 198, 219–20, 254, 306, 347–8, Brice, A. E., 41, 186, 204, 342, cognates, 129 see also emergent literacy 343 cognitive academic language critical mass, 115, 140, 386 Broca’s area, 40,41 proficiency (CALP), 388, 401 critical period of language Brown, A. L., 210 cognitive flexibility, 113, 140 acquisition, 41 Brown, D. W., 303, 319 cognitive theory of language cross-linguistic interaction, Brown, H., 217, 218 acquisition, 383 118–19, 136, 230, 234 Brown, H. D., 115, 117, 227, Cohen, A. D., 97, 239, 241, 248, cross-linguistic phonological 229, 231, 237, 301, 323, 330, 249, 324, 333 interaction, 125–6 332, 387 Coiro, A. D., 53, 54 cross-linguistic synonyms, 128 Brown, J. R., 48, 59 Coll, C. C., 186 Crosser, S., 102 Brown, S., 117, 230, 231, 232, Collier, V. P., 322 Cruz-Ferreira, M., 122, 123, 233, 236, 257, 379, 380 common underlying proficiency 124, 128, 129, 130 Brozo, W. G., 307 model (CUP), 387 cultural schemata, 334 Bruck, M., 134 communication-language cultural template, 46 Burman, D., 44, 45 approach, 392, 402 culture modeling, 310 Burns, T. C., 122 competence, 117, 229–230, 388, Cummins, J., 240, 387, 388 Byrne, B., 152, 261 390, see also developmental Cunningham-Andersson, U., 134 interdependence hypothesis, Cunningham, P. M., 53 C-unit, 190 input hypothesis, pragmatic Curdt-Christiansen, X. L., 240 Cain, K., 153, 265 competence Curenton, S. M., 265 Calkins, L. M., 215, 223 competition model of language Curtis, S., 43, 59 Campbell, B. C., 185 acquisition, 384 Curwood, J. S., 319 canonical babbling, 70, 123, 151, comprehension monitoring, 192, Cusworth, R., 95 173, 174 308 capacity theory of writing, 396–7, Conboy, B. T., 131 Dale, P., 44 402 conceptual framework, 19, 378 Damianova, M. K., 86 Caravolas, M., 52 concrete words, 327 Davidson, C., 93 Carhill, A., 337 Connelly, V., 211, 212 de Boysson-Bardies, B., 69, 70 Carle, E., 101, 102 Connor, C. M., 89, 94 De Houwer, 70, 72, 73, 77, 114, Carreker, S. H., 18 content language, 7 116, 118, 122, 123, 124, 126, Carroll, J. B., 232 content schemata, 334 128, 129, 130, 131, 132, 135, Casanave, C. P., 334 contextual abstraction, 294–5 137, 141, 142, 187, 235, 385, Caspi, J., 48 contextualized language, 80, 81 386 categorical model, 391, 402 conventional print, 53 De Vries Guth, N., 335 Cecil, N. L., 94 conversational schema, 82 decentration, 185 JWST465-IND JWST465-Wang Printer: June 11, 2014 12:35 Trim: 244mm × 170mm

450 Index

decibel (dB), 157 ecology, 46 frontal lobe, 40 decoding, 201 Edwards, J., 20, 30, 31 funds of knowledge, 19–24, 31, decontextualized language, 80–1 egocentric, 67, see also egocentric 241–2 decontextualized talk, 97 speech, inner speech deductive language learning, 231 egocentric speech, 86, see also Gadamer, H.-G., 26–7 deep orthography, 234 private speech Gambrell, L. B., 211 Dehart, G. B., 185 Ehren, B. J., 348 Ganger, J., 72 deictic gestures, 87 Ellis, N. C., 228 Garc´ıa-Perez,´ R. M., 154 deixis, 158 emblems, 139 Gardner-Neblett, N., 89 derivational prefix, 189 emergent literacies, 63 Gardner, R. C., 54, 55 derivational suffix, 189 emergent literacy, 90–108, Garton, A., 92 descriptive-developmental model, 161–162 Gass, M., 228, 251, 322, 326, 392, 402 emotion words, 327–9 342 descriptive grammar, 342 emotion-laden words, 327–8 Gathercole,V.C.M.,85 DeTemple, J. M., 81 EmPOWER, 361–2 Gawlitzek-Maiwald, I. DeThorne, L. S., 44 Enguidanos, T., 248 Gazzaniga, M., 41 developmental age, 6 environmental print, 99 Gee, J. P., 19, 397–8, 403, 404, developmental interdependence episodic memory, 327 407 hypothesis, 388, 401 Erbaugh, M. S., 234 Geist, K., 169 Dewaele, J.-M., 55, 114, 353 ethnotheories, 381 Gelman,S.A.,133 Diaz,C.J.,24 event schema, 266 genderlect, 300, 319 Dickar, M., 302 event-related potential (ERP), 42 general academic language, 7, Dickinson, D., 110, 133 Everett, D. L, 37, 50, 59, 83 198 differentiation hypothesis, 141, explicit learning, 228 gerund, 189 see also separate development expository texts, 196, 277, 358–9 Giambo, D. A., 138 hypothesis extensive reading, 341 Gildersleeve-Neumann, C., 123 digital print, 53 extralinguistic cues, 83 Gillam, R. B., 6, 70, 146, 192, direct feedback, 253 194, 263, 356, 358, 359, 363, disciplinary content-based Fabiano-Smith, L., 126 368, 394 instruction (DCBI), 311 false friends, 230 Gillon, G., 270 discussion-based instruction fan fiction, 313 Gilman, P., 102 (DBI), 309 fast mapping, 72–3, 188 Girbau, D., 149, 155, 268 distributed characteristic of FastForWord program, 393 Gleason, J. B., 147, 155, 156, multilingual word learning, Feltmate, K., 151, 160 162, 171, 264 234–5 Fenson, L., 72 glides, 124 Dodd, B., 123, 124, 125, 257 Fernald, A., 48 Godley, A., 301, 303, 316 Donahue, M. L., 46 Ferris, D. R., 334, 353, 395, 399 Goldin-Meadow, S., 37, 38 Dopke,¨ S., 387 fictional narratives, 89, 110, 209 Goldman, S., 84, 265, 277, 304, Dornyei,¨ Z., 54 figurative language, 252–3, 308, 309, 311, 319 Down syndrome, 147, 151 299–300, 315, 331, 344–6, Goldstein, B., 70, 119, 123, 124, dual-system hypothesis, 118, 362 125 see also differentiation finite verb morphology, 156 Gollan, T. H., 116 hypothesis, separate flap, 123 Gombert, J. E., 193 development hypothesis Fletcher, P., 29, 147, 149 Gonzalez,´ N., 133 Dwyer, E. J., 353 fluency, 91, 105 Goodman, J. C., 48 dynamic systems view, 381 formal operational thought, 293 Goodwyn, S. W., 87 dyslexia, 154–5, 175 formal schemata, 334 Gorman, B. K., 90, 200 fossilization, 228 Graham, S., 211, 212 Eccles,J.S.,186 free morpheme, 131, see also Graves,M.F.,353 echo reading, 247 unbound morpheme Greenspan,S.I.,335 Eckman, F. R., 387 Freire, P., 25 Gregory, E., 27, 31, 46, 214, 240 eclectic approach, 398 fricatives, 124 Grice, P., 237 JWST465-IND JWST465-Wang Printer: June 11, 2014 12:35 Trim: 244mm × 170mm

Index 451

Grimm, H., 29 Iluz-Cohen, P., 161 Kaplan, R. B., 334 Grosjean, F., 116, 119 implicature, 133 Kavale,K.A.,18 Gut, U., 119, 135 implicit learning, 228 Kay-Raining Bird, E., 132, 152, Gutierrez-Clellen,´ V. F., 161 indirect feedback, 253 159, 172, 187, 261, 279 gyrus, 41 Individualized Education Kegl, J., 39 Program (IEP), 16 Kell, T., 313, 319 Habib, M., 393 inductive language learning, Kellerman, J., 102 habitus, 24–5 231–2 Kent, R. D., 187 Halliday, M. A. K., 79, 80, 110 inference, 270, see also predictive Kidd, D. C., 361 Hammer, C. S., 133 inferences, script inferences Kim, S. J., 25, 198, 219 Hart, B., 47, 48, 59 information processing theory of King, K., 122 Hayes, J. R., 363, 395, 396, 402 reading, 394–5, 402 Klima, E. S., 59 Hayiou-Thomas, M. E., 44 Ingram, D., 234 Kohnert, K., 266, 278 He, T.-H., 213 inner speech, 86, see also private Kondrad, R., 74 Heath, S. B., 59, 110 speech, egocentric speech Krashen, S., 389–90, 401 Heilmann, J., 175 input hypothesis, 390, 401 Kress, G., 53 heredity, 43–44 instructed learning, 228 Kubota, R., 334 Hesketh,L.J.,151 instructional conversation, Kuhl, P., 68, 69, 115 Hess, L. J., 275 248–50 Kupersmitt, J., 133 heteroglossia, 337 instrumental motivation, 55, 232 Kyle, J. G., 59, 437 Hewitt, R., 294 integrative motivation, 54–5, high point, 89, 265, 281 232 Lamme, L. L., 216, 319 high point analysis (HPA), 98, intensive reading, 340–1 Landau, B., 159, 384 164 intentional teaching, 18, 31 language acquisition, 8–12, 36–7, Hinds, J., 334 intentionality model of language 39–57, 65–110, 114–40, Hirsch, E., 7 acquisition, 383 376–99 Hoff, E., 29, 40, 41, 70, 71, 92, interdependent hypothesis, 386, language acquisition device 119, 126, 131, 155, 157, 158, 388–90 (LAD), 37, 380 159, 175, 187, 188, 189, 192, interlanguage, 228 language age, 6 194, 198, 206, 209, 227, 294, intonated babble, 70, see also language attrition, 227 298, 299, 358 jargon language bioprogram, 39, 48 Hoffmann, C., 28, 119, 258 intrinsic motivation, 232 language input, 37 Holm, A., 125, 278 irony, 300 language socialization, 46, 381 homographs, 295, 318–319 Iverson, J. M., 87 language socialization theory, homonyms, 295, 319 ivy hypothesis, 387, 401 381, 399 homophones, 295, 318 language-experience approach, Hornberger, N., 244, 257 Jacobson, P.F., 159, 160, 266 214 Horton-Ikard, R., 47, 48 Janks, H., 25, 31 Larson, J., 24 Huang, H., 51 jargon, 70, see also intonated Lau, S. M. C., 347 Huang, S., 329 babble Lave, J., 21, 200 Hudson, J., 209 Jia, G., 322 Lee, K.-O., 78, 154 Hughes,D.I.,209 Johansson, V., 188 Lenneberg, E. H., 41, 59 Hulit, L. M., 147 Johnson, D. D., 344 Leonard, L. B., 148, 155, 156, Huttenlocher, J., 48, 72, 107, Johnson, E. R., 7, 223 175 108, 380 Johnson, J. S., 43 Leopold, W., 132 hyperbole, 299 Johnston, J. C., 139 Lewin, T., 53 hypertext, 25, 197–198, 218–20, Johnston, J. R., 46 Lewis, C. S., 102 305–306, see also digital print joint attention, 82, 148, 166–7 lexias, 197 hypotonia, 160 Jones, C. P., 48, 59 lexical complexity, 187 Joshi, R. M., 18 lexical density, 187–8 idiomorphs, 73, 129 Jusczyk, P. W., 83 lexical diversity, 187–8 idioms, 299–300 Justice, L. M., 103, 175, 248 lexical inferencing, 269 JWST465-IND JWST465-Wang Printer: June 11, 2014 12:35 Trim: 244mm × 170mm

452 Index

lexical memory, 327 McGregor, K. K., 149, 155, 262, Mourssi, A., 253 lexicon, 67–8, 72–5, 130, 265, 356 Mui, S., 48 155 McLaughlin, B., 114, 322 multilingual bootstrapping Li, P., 231, 236, 237 McNabb, M. L., 197, 198, 218, hypothesis, 385–6, 400 Liberman,L.Y.,71 219, 305, 306, 319 multilingual continua, 244 Lindsey, K., 235 McQuillan, J., 341 multilingual first language linguistic schemata, 334 mean length of utterance (MLU), acquisition (MLFLA), 8, 114 Liontas, J. I., 331, 345, 395 29 multilinguals, 28, 56 liquids, 124 Mehrabian, A., 138 multipass approach, 277 literate lexicon, 356, 359–60 Meisel, J. M., 42, 56, 113, 114, multisensory structured learning Loeb, D., 393 115, 116, 117, 118, 119, 133, (MSL), 272 Loizou, E., 85 134, 141, 227, 385, 386 Long, M. H., 228, 322 mental age, 43 Narrative Assessment Protocol Lopez, J. K., 242 mental graphemic representations (NAP), 89, 175 Lord, C., 264 (MRGs), 261–2 narrative comprehension skills, Lugo-Neris,M.J.,98, mental lexicon, 98 84–5 247 mental rotation, 149 Narrative Scoring Scheme (NSS), Lung, F.-W., 45 metacognition, 185 89, 164–5 Lust, B., 69 metacognitive theory of writing, National Center for Education Lyman-Hager, M. A., 349 396–7, 403 Statistics, 307 metalinguistic awareness, 85–6, National Governors Association macrostructure, 89 134–5, 161, 193, 238, 264 Center and Council of Chief MacWhinney, B., 384 metalinguistic feedback, 253 State School Officers, 209 Magiste, E., 235 metalinguistic reflection, 244–6 National Institute on Deafness Makin, I., 105 metaphor, 299 and Other Communication Manolitsi, M., 153, 156, microstructure, 89 Disorders, 260 266 Miller, J. F., 151 nativist view, 379, 399 Manzo, A. V., 353 Mills, K. A., 21, 22, 23, 25 natural literacy development, MAP (model, analyze, and Mills, M. T., 89, 209 393–4, 402 practice), 275–6 Moats, L. C., 3, 18 natural order hypothesis, 389, Marchand-Martella, N. E., 304, modality, 52–53, 57 401 307 modularity theory of language negative transfer, 323 Marchman, V. A., 131 acquisition, 383, 400 Nelson, K., 73, 382 markedness, 229, 387, 401 Moerk, E. L., 48 Nelson, N., 73, 75, 77, 84, 95, Martello, J., 26, 94, 104, 106, Moll, L. C., 31 97, 98, 100, 103, 146, 148, 339 monitor hypothesis, 390, 149, 150, 157, 158, 159, 160, Martin-Jones, M., 28, 258 401 166, 167, 168, 169, 176, 267, Martinez, M. A., 82 monolingual first language 275, 276, 277, 279, 361, 362, Martins, M. A., 213, 214 acquisition (MFLA), 55–6 368 Marvin,C.A.,81 Montanari, S., 133 Neuman, S. B., 101 mass nouns, 189–90 Montgomery, J. W., 191 Neville, H. J., 42 Mayberry, R. I., 42, 43, 52 morae, 6–7 new language acquisition, 8–9, Maynard, A. E., 49, 59 Morales, M., 83 114–15 maze, 263 Morgan, G., 38, 42, 149 new language learner, 27 McBride-Chang, C., 121 morphemes, 76, 121, see also new language learning, 27, 233 McCauley, R. J., 71, 262, bound morpheme, free New London Group, 21, 22, 23, 272 morpheme 25, 32 McCombs, B. L., 336 morphological analysis, 294–5 Newport, E. L., 38, 42, 43, 115, McCutchen, D., 18, 396 morphology, 67–8, 76, 189, 159 McDevitt, T. M., 211 see also finite verb morphology Nicaraguan Sign Language McGee, A., 269 Morrow, L. M., 110, 247 (NSL), 38 McGee, L. M., 90, 92, 93 motherese (baby talk), 46 Nijakowska, J., 175, 234, 272 JWST465-IND JWST465-Wang Printer: June 11, 2014 12:35 Trim: 244mm × 170mm

Index 453

Nippold, M. A., 188, 199, 206, 262, 263, 264, 272, 273, 281, pragmatic differentiation, 133 208, 253, 263, 293, 294, 295, 293, 355, 356, 357, 358, 359, pragmatics, 67 296, 297, 298, 299, 300, 304, 360, 367, 391, 392 predictive inferences, 269–70 305, 315, 319 Pavlenko, A., 120, 327, 328, prescriptive grammar, 342 Nolan, J. S., 48 329, 387, 404 print awareness, 92 non-egocentrism, 185 Pearson, B. Z., 115, 129, 132 private speech, 86, see also nonmainstream American English Peck, M., 212 egocentric speech (NMAE), 87 Pelliteri, J., 169 productive knowledge of nonword repetition (NWR), 127 Pena,˜ E. D., 148, 159, 160, 162, phonology, 68 Nuske, N. J., 85, 153, 266, 270, 172, 386, 387 prosody, 69 392 Pence, K. L., 69, 72, 73, 74, 75, protowords, 73, see also Nuttal, C., 252, 341, 343, 353 77, 82, 83, 188, 193, 195, idiomorphs 294, 295, 299, 304, 319, 379, proverb, 300 object clitic pronouns (OCP), 381, 383, 384 Purcell-Gates, V., 137 266 people-first language, 29 Putonghua, 279, 281 occipital lobe, 40 perceptual narrowing, 122 Ochs, E., 46, 48, 49, 50, 55, 59, performance, 117, 229–30, 239 quasiwords, 73 381 personal narratives, 209 Quay, S., 117, 118, 133 Oller, D. K., 70, 127, 132, 235 persuasive communication, 80 quick incidental learning (QUIL), Olsen-Fulero, L., 48, 59 pervasive developmental disorder 188 one-parent-one-language (PDD), 147–8 (OPOL), 118, 141 phatic communication, 83 Ramey, S. L., 99 onset, 71, 267, 281 phatic language, 50 rapid automatized naming oracy, 7 Phillips, L. M., 45 (RAN), 267, 281 Orellana, M. F., 49, 59 phoneme, 68 rapid naming, 187 Orfanidou, E., 52 phonemic awareness, 53, 105 Rauch, D. P., 238 orthographic systems, 50–1 phonological awareness, 7, 68, Ray, J., 278 Ortiz, E. A., 49 70–1, 102, 105, 126–127, reading apprenticeship approach, Oshima-Takane, Y., 49, 59 193, 203, 267, 270 310–11 Ostad, S. A., 86 phonological memory, 149 reading fluency, 201 Otto, B. W., 69, 70, 73 phonological translation, 127 receptive phonological Ouellette, G., 212, 214 phonological working memory knowledge, 68–9 Ovando, C. J., 240 (PWM), 155 reciprocal teaching, 210–11, 308 overextension, 75, 130 phonology, 67–8, 88 reducing degrees of freedom, 312 overt instruction, 22 phonotactic knowledge, 121, 140 reduplicated babbling, 70 Owens, R. E., 45, 77, 82, 86, Piaget, J., 67, 185, 206 reflective reading response log 100, 187, 188, 189, 190, 191, pidgin, 37–8 (RRRL), 350 192, 196, 203, 212, 294, 300, Pine, J. M., 48, 59 Reich, P. A., 69, 73 301, 305, 319, 365, 380, 381, Pinker, S., 384 Reilly, J., 39, 40, 163 394, 395 PISA, 3, 12, 307 representational gesture, 87 Ozc¨ ¸alis¸kan, S., 139 Plowman, L., 94 resultative motivation, 232 polysemous, 188 retelling procedure, 217–18, 222 Padilla, A. M., 114 Poplack, S., 325 reversibility, 67 Palincsar, A. S., 210 positioning, 25–6 Reynolds, J. F., 49 Palmer, B. C., 345, 346 positive transfer, 323 Richards, P. O., 102 Paradis, J., 126, 160 POSSE, 361 Richgels, D. J., 213 parietal lobe, 40–1 Powell, R., 20, 32, 406 rime, 71, 267, 281 Parsons, T. D., 44 pragmalinguistic failure, 330 Ringbom, H., 247 participles, 189–90 pragmalinguistics, 78 Rinvolucri, M., 223 Patterson, J. L., 137 pragmatic competence, 78 Rogers, R., 19, 32 Paul, R., 29, 43, 101, 144, 145, pragmatic development, 78–9, Rogoff, B., 200, 201 146, 155, 162, 176, 223, 261, 83, 133, 191–3, 237, 298, 330 Romaine, S., 135 JWST465-IND JWST465-Wang Printer: June 11, 2014 12:35 Trim: 244mm × 170mm

454 Index

Romero, G., 101 silent period, 233 stops, 124 Rondal, J. A., 172 Silliman, E. R., 97, 167, 201, story grammar (story structure), Ronjat, J., 135 262, 263, 264, 268, 269, 270, 83, see also macrostructure Ross, S. H., 89 274, 278 story macrostructure, 264 Ruddell, R. B., 205 Simard, D., 245, 246 story recounting, 169 Rutherford, W., 387 simile, 299 strategy-based instruction (SBI), simple view of reading, 394, 308 Sacks, O., 59, 70 402 Street, B., 24 Salameh, E.-K., 119, 125, 160 simplification and formulas strengtheners, 331, 353 Santrock, J. W., 293 period, 233 structure strategy training (SST), scaffolding, 98–9, 171, 200, Singer, M. A., 170 308 310–11 single-system hypothesis, 118 subordination index figures, 356 Schecter, S., 133, 381 Singleton, J. L., 38 sulcus, 41 Schieffelin, B. B., 46 Sinka, I., 131 Suleiman, M. F., 346 Schober-Peterson, D., 86 Sipe, L. R., 213 suprasegmental phonology, 322, Schwartz, M., 133, 134 situated cognitive model of 353 Schwartz, R., 144, 148, 176 writing, 363–4 syllogisms, 362 script inference, 266 situated practice, 21–2 symbolic thinking, 67 segmental interaction, 126 Skarakis-Doyle, E., 85 synapses, 41 selective attention, 113, 228 Slobin, D. I., 50, 57 syncretic literacy, 239–40, 244 self-explanation reading training Smith, C., 86 synonyms, 128–30, 204–205 (SERT), 308 Smith, S. D., 44 syntactic bootstrapping, 262, self-lowering strategy, 46 Smitherman, G., 303 383–4 self-regulated learner, 307, 319 Snow, C. E., 265, 307 syntactical knowledge, 77 self-regulated strategy social language register, 201 syntax, 41, 67–8, 77, 267 development (SRSD), 361 social language, 7, see also phatic system model, 391, 402 self-regulation, 316, 319 language Selinker, L., 228 sociolinguistic theory, 381, T-unit, 190, 223, 367 semantic mapping, 242–3 399 target language, 55 semantic network, 74 sociopragmatic failure, 330 temporal lobe, 40 semantic slanting, 348 sociopragmatics, 78 text talk, 207 semantic transparency, 75 sociopsycholinguistic theme comprehension, 304 semantics, 67–8, 74, 267 transactional theory, 395, 402 theory of mind, 78, 148, 384–5, Senghas, A., 42 Soler, E. A., 79, 250 400 sensitive period of language Soodak, L., 17 third space, 244, 257 acquisition, 41–2, see also Souto-Manning, M., 240 thresholds theory, 388, 401 critical period of language Spear-Swerling, L., 18 top-down reading process, 394 acquisition specific disability model, 391, transfer strategy, 323 sentence combining training 402 transformative pedagogy (TP), (SCT), 274 speech acts, 152, 175, 353 20–1, 30, 241 separate developmental spirants, 123 transformed practice, 23 hypothesis, 385, 400, see also splinter skills, 148 translanguage, 337–8 differentiation hypothesis spoken word recognition (SWR), transparency, 51, 75 separate underlying proficiency 266 trilingual first language (SUP) model, 385, 400 spreading activation, 74 acquisition (TFLA), 55 Shanker, J. L., 214 stabilization, 228 trill, 123 shared reading, 211, 247–8 Stark, R. E., 70 truncation, 70 Shaywitz, S. E., 29 Steelman, L., 48, 59 turnabout, 82 Sheridan, C., 100, 102, 103 Stein, N. L., 84 type/token ratio (TTR), 168 Shulman, C., 155 Stevens, L. P., 25, 94, 347 sign language acquisition, 8–9, Stoel-Gammon, C., 70, 73 Uchikoshi, Y., 83, 84, 137 149 Stone, K., 102 unanalyzed chunks, 77 JWST465-IND JWST465-Wang Printer: June 11, 2014 12:35 Trim: 244mm × 170mm

Index 455

unanalyzed wholes, 77 Volterra, V., 118 Westby, C. E., 342 unbound morpheme, 131, see also Vygotsky, L. S., 107, 381 Wheeler, R., 302, 303, 316 free morpheme White, E. J., 231 underextension, 75, 130 Walker, D., 48 White, N. L., 204 Undheim, J. O., 44 Walsh, M., 101 Whiteman,S.D.,48 universal grammar (UG), 37 Walters, S., 255 Whitworth, N., 187 unpacking period, 233 Wang, M., 6, 53 Wiggins, D. G., 104, 110 US Census Bureau, 226 Wang, Q., 133 Windsor, J., 235 usage-based theory of language Wang, X.-L., 8, 27, 28, 38, 48, Winsler, A., 86 acquisition, 383 49, 50, 51, 52, 66, 79, 95, 96, Witte-Townsend, D. L., 102 utterance, 77 99, 100, 101, 114, 116, 117, Witzel, N. O., 327 118, 120, 122, 123, 128, 129, Wolfe, P., 41 Vallar, G., 159 132, 134, 135, 136, 137, 139, Wollak, B. A., 363, 364 Van Horn, L., 353 142, 149, 159, 171, 218, 226, Wong-Fillmore, L., 7, 240 Vasilyeva, M., 78, 107, 108 234, 235, 335, 339, 386 Woollett, A., 49 velars, 125 Wanner, P. J., 130 word web, 204, 205 Veltman, C., 116 Warrick, N., 270 writers’ workshop, 215 verbal dyspraxia, 154 Washington, J. A., 88, 90, 200, Verhoeven, L., 45, 154, 159, 202, 203 Yeong, S. H. M., 70, 71, 107, 247, 258, 386, 393 weak central coherence theory, 126, 279 Viberg, A., 238 392, 402 Yip, V., 130 visual cortex, 41 weakeners, 331, 353 vocables, 73, see also idiomorphs Weber-Fox, C., 42, 43 Zehr, M. A., 349 vocabulary spurt, 72 Weizman, Z. O., 48 zone of proximal development, vocal play, 70 Werker, J., 42, 69 381 Volk, D., 257 Wernicke’s area, 40,41 Zukow, P. G., 49 JWST465-IND JWST465-Wang Printer: June 11, 2014 12:35 Trim: 244mm × 170mm

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