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Handbook of Literacy in Diglossia and in Dialectal Contexts : Psycholinguistic, Neurolinguistic, and Educational Perspectives
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Editor(s):
Elinor Saiegh-Haddad
,
Lior Laks
,
Catherine McBride
Publication date
(Print):
2022
Publisher:
Springer International Publishing
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Critical Literacy
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Book
ISBN (Print):
978-3-030-80071-0
ISBN (Electronic):
978-3-030-80072-7
Publication date (Print):
2022
DOI:
10.1007/978-3-030-80072-7
SO-VID:
75fb1113-3276-4ba4-8b9f-a917f95cbf29
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Book chapters
pp. 1
Some Thoughts on the Relation Between Language, Dialect, and Literacy
pp. 11
Language and Dialect of African American Children
pp. 33
The Sociolinguistics of Diglossia in Switzerland
pp. 51
Literacy Development in Cyprus: Exploring the Effects of Diglossia and Bilectalism
pp. 77
Diglossia and Children’s Literacy Acquisition in South Africa
pp. 103
Linguistic Diversity: Basic Concepts and Implications for Reading Research
pp. 123
Diglossia in Chinese? It’s Complicated
pp. 135
A Psycholinguistic-Developmental Approach to the Study of Reading in Arabic Diglossia: Assumptions, Methods, Findings and Educational Implications
pp. 167
Literacy Acquisition in a German Dialect: A Behavioral and EEG Study in Swiss-German and Standard German Speaking Children
pp. 193
About the Neural Basis of Arabic Diglossia: Behavioral and Event- Related Potential Analysis of Word Processing in Spoken and Literary Arabic
pp. 219
A Longitudinal Comparison of Spelling and Reading Comprehension of Bidialectal and Monolingual Dutch Speaking Children in Primary School
pp. 247
Between Varieties and Modalities in the Production of Narrative Texts in Arabic
pp. 273
Acquiring Literacy in the Diglossic Contexts of Malay and Tamil in Singapore: Problems and Prospects in Early Childhood Classrooms
pp. 303
Reading and Writing in a Diglossic Context: A Multifaceted Perspective
pp. 361
Arabic Diglossia and Heritage Arabic Speakers
pp. 381
Assessment of Developmental Language Disorders in Bilinguals: Immigrant Turkish as a Bilectal Challenge in Germany
pp. 405
Children with Hearing Impairment in a Diglossic Context – The Case of Palestinian-Arabic Speaking Children
pp. 425
Impact of Nonmainstream Dialect Use in Language Assessment with Young African American English-Speaking Children
pp. 451
Assessing Diglossic Knowledge and Awareness in Language and Literacy: Pilot Results from the Syria Holistic Assessment for Learning (SHAL)
pp. 477
Theory-Based Approaches to Language Instruction for Primary School Poor Readers Who Speak Nonmainstream American English
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