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In Writing Development in Struggling Learners, international researchers provide insights into the development of writing skills from early writing and spelling development through to composition, the reasons individuals struggle to acquire proficient writing skills and how to help these learners.

Translation of cognitive representations into written language is one of the most important processes in writing. This volume provides a long-awaited updated overview of the field. The contributors discuss each of the commonly used research methods for studying translation; theorize about the nature of the cognitive and language representations and cognitive/linguistic transformation mechanisms involved in translation during writing; and make the case that translation is a higher-order executive function that is fundamental to the writing process. The book also reviews the application of research to practice -- that is, the translation of the research findings in education and the work-world for individuals who interact with others using written language to communicate ideas. This volume provides a rich resource for student, theorists, and empirical researchers in cognitive psychology, linguistics, and education; and teachers and clinicians who can use the research in their work.

In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.

This collection pays tribute to Professor Wallace E. Lambert and his contributions to the fields of language and linguistics. Each chapter, written by an internationally renowned theorist or researcher, traces the currents of theory and research within the topic area to the present day, provides a state-of-the-art review of the topic, and offers an outline for future research directions. The book concludes with an overview from Professor Lambert that critically examines the impact of the ideas in each individual chapter. This volume is organized around the three areas where Professor Lambert's unique contributions are most substantial and most evident: bilingualism, multiculturalism, and second language learning. Specifically, the papers presented discuss the topics of social, psychological, cognitive, and neuropsychological aspects of bilingualism and second language learning, the psychology of inter-group relations and multiculturalism, bilingual/immersion education, and language planning. Note: Royalties earned from sales of this book will go to the Wallace E. Lambert Student Research Fund at McGill University for use by students interested in second language acquisition, bilingualism, and/or multiculturalism.

An overview of form-focused instruction as an option for second language grammar teaching. It combines theoretical concerns, classroom practices, and teacher education.

A textbook for composition pedagogy courses. It focuses on scholarship in rhetoric and composition that has influenced classroom teaching, in order to foster reflection on how theory impacts practice.