Learning through Language - Title page

pp iii-iii

Copyright page

pp iv-iv

Contents

pp v-vii

Figures

pp viii-ix

Tables

pp x-xi

Contributors

pp xii-xx

Foreword

pp xxi-xxii

1 - Learning through Language

pp 1-16

Part I - Learning through Language during the Preschool and Early Elementary School Years

pp 17-92

2 - Input, Interaction, and Learning in Early Language Development

pp 19-30

3 - Infants Want Input

pp 31-39

4 - Learning More than Language through Language during Early Childhood

pp 40-51

5 - Food for Thought

pp 52-63

6 - Theory- and Evidence-Based Language Learning and Teaching for Young Children

pp 64-73

7 - The Relationship between Early Childhood Development and Later Elementary School Performance in Chile

pp 74-83

Discussion Reflections on Learning through Language from Infancy to Preschool and Early Elementary School Years

pp 84-92

Part II - Learning through Language during the Middle School and Early Adolescent Years

pp 93-176

8 - Learning the Language for School Literacy

pp 95-109

9 - Observational Research on Vocabulary and Comprehension in Upper Elementary School Classrooms

pp 110-122

10 - Improving Struggling Readers’ Literacy Skills through Talk about Text

pp 123-134

11 - Classroom Conversations as Support for Vocabulary Learning

pp 135-146

12 - Measurement of Reading Comprehension, Processing, and Growth

pp 147-158

Discussion 1 Time, Complexity, and the Enduring Importance of Words

pp 159-169

Discussion 2 The Road – via Education – to Humane Social Relationships Is Driven by Language (and Literacy)

pp 170-176

Part III - Learning through More than One Language

pp 177-256

13 - Young Bilinguals’ Extended Discourse Skills

pp 179-191

14 - How Does Vocabulary Instruction in Reading Help Chinese Young Minority Children Learn Vocabulary in Two Languages?

pp 192-204

15 - Young Monolingual and Bilingual Children’s Exposure to Academic Language as Related to Language Development and School Achievement

pp 205-217

16 - Cross-Linguistic Relations among Bilingual and Biliterate Learners

pp 218-234