Ludo Verhoeven – författare

Interactive Literacy Education combines the latest research and theory related to technology-based instructional design for children’s literacy development. It shows how technology can be used to build literacy learning environments that are compatible with students’ cognitive and social processes. Topics addressed throughout this enlightening work include:*technology environments and applications that preservice teachers can use with young children;*detailed information regarding the development and implementation of specific technological programs; and*various technologies, from interactive reading and spelling programs to speech recognition to multimedia, that teachers can use to enhance their literacy learning environments.Interactive Literacy Education is intended for graduate courses in methods of literacy instruction; educational technology; curriculum/curriculum design; general preservice education; special education; and applied psychology/cognitive studies. It is also appropriate for use as a supplement in undergraduate courses in methods of literacy instruction and educational technology.

Interactive Literacy Education combines the latest research and theory related to technology-based instructional design for children’s literacy development. It shows how technology can be used to build literacy learning environments that are compatible with students’ cognitive and social processes. Topics addressed throughout this enlightening work include:*technology environments and applications that preservice teachers can use with young children;*detailed information regarding the development and implementation of specific technological programs; and*various technologies, from interactive reading and spelling programs to speech recognition to multimedia, that teachers can use to enhance their literacy learning environments.Interactive Literacy Education is intended for graduate courses in methods of literacy instruction; educational technology; curriculum/curriculum design; general preservice education; special education; and applied psychology/cognitive studies. It is also appropriate for use as a supplement in undergraduate courses in methods of literacy instruction and educational technology.

During the past decades, literacy has gradually become a major concern all over the world. Though there is a great diversity in both the distribution and degree of literacy in different countries, there has been an increasing awareness of the number of illiterates and the consequences of being illiterate. However, literacy is no longer seen as a universal trait. When one focuses on culturally-sensitive accounts of reading and writing practices, the concept of literacy as a single trait does not seem very feasible. A multiplicity of literacy practices can be distinguished which are related to specific cultural contexts and associated with relations of power and ideology. As such, literacy can be seen as a lifelong context-bound set of practices in which an individual''s needs vary with time and place. This volume explores the use of literacy outside the mainstream in different contexts throughout the world. It is divided into four sections. Section 1 presents an anthropological perspective--analyzing the society and the individual in a society. Section 2 presents a psychological perspective--focusing on the individuals themselves and analyzing the cognitive and affective development of young children as they acquire literacy in their first and second languages. Section 3 presents an educational perspective--highlighting the variations in educational approaches in different societies as well as the outcomes of these approaches. Section 4 summarizes the studies presented in this volume. Both theoretical issues and educational implications related to the development of literacy in two languages are discussed. An attempt is also made to open up new directions in the study of literacy development in multilingual contexts by bringing these various disciplinary perspectives together.

During the past decades, literacy has gradually become a major concern all over the world. Though there is a great diversity in both the distribution and degree of literacy in different countries, there has been an increasing awareness of the number of illiterates and the consequences of being illiterate. However, literacy is no longer seen as a universal trait. When one focuses on culturally-sensitive accounts of reading and writing practices, the concept of literacy as a single trait does not seem very feasible. A multiplicity of literacy practices can be distinguished which are related to specific cultural contexts and associated with relations of power and ideology. As such, literacy can be seen as a lifelong context-bound set of practices in which an individual''s needs vary with time and place. This volume explores the use of literacy outside the mainstream in different contexts throughout the world. It is divided into four sections. Section 1 presents an anthropological perspective--analyzing the society and the individual in a society. Section 2 presents a psychological perspective--focusing on the individuals themselves and analyzing the cognitive and affective development of young children as they acquire literacy in their first and second languages. Section 3 presents an educational perspective--highlighting the variations in educational approaches in different societies as well as the outcomes of these approaches. Section 4 summarizes the studies presented in this volume. Both theoretical issues and educational implications related to the development of literacy in two languages are discussed. An attempt is also made to open up new directions in the study of literacy development in multilingual contexts by bringing these various disciplinary perspectives together.

Relating Events in Narrative, Volume 2: Typological and Contextual Perspectives edited by Sven Strömqvist and Ludo Verhoeven, is the much anticipated follow-up volume to Ruth Berman and Dan Slobin''s successful "frog-story studies" book, Relating Events in Narrative: A Crosslinguistic Developmental Study (1994). Working closely with Ruth Berman and Dan Slobin, the new editors have brought together a wide range of scholars who, inspired by the 1994 book, have all used Mercer Mayer''s Frog, Where Are You? as a basis for their research. The new book, which is divided into two parts, features a broad linguistic and cultural diversity. Contributions focusing on crosslinguistic perspectives make up the first part of the book. This part is concluded by Dan Slobin with an analysis and overview discussion of factors of linguistic typology in frog-story research. The second part offers a variety of theoretical and methodological perspectives, all dealing with contextual variation of narrative construction in a wide sense: variation across medium/modality (speech, writing, signing), genre variation (the specific frog story narrative compared to other genres), frog story narrations from the perspective of theory of mind, and from the perspective of bilingualism and second language acquisition. Several of the contributions to the new book manuscript also deal with developmental perspectives, but, in distinction to the 1994 book, that is not the only focused issue. The second part is initiated by Ruth Berman with an analysis of the role of context in developing narrative abilities. The new book represents a rich overview and illustration of recent advances in theoretical and methodological approaches to the crosslinguistic study of narrative discourse. A red thread throughout the book is that crosslinguistic variation is not merely a matter of variation in form, but also in content and aspects of cognition. A recurrent perspective on language and thought is that of Dan Slobin''s theory of "thinking for speaking," an approach to cognitive consequences of linguistic diversity. The book ends with an epilogue by Herbert Clark, "Variations on a Ranarian Theme."

Relating Events in Narrative, Volume 2: Typological and Contextual Perspectives edited by Sven Strömqvist and Ludo Verhoeven, is the much anticipated follow-up volume to Ruth Berman and Dan Slobin''s successful "frog-story studies" book, Relating Events in Narrative: A Crosslinguistic Developmental Study (1994). Working closely with Ruth Berman and Dan Slobin, the new editors have brought together a wide range of scholars who, inspired by the 1994 book, have all used Mercer Mayer''s Frog, Where Are You? as a basis for their research. The new book, which is divided into two parts, features a broad linguistic and cultural diversity. Contributions focusing on crosslinguistic perspectives make up the first part of the book. This part is concluded by Dan Slobin with an analysis and overview discussion of factors of linguistic typology in frog-story research. The second part offers a variety of theoretical and methodological perspectives, all dealing with contextual variation of narrative construction in a wide sense: variation across medium/modality (speech, writing, signing), genre variation (the specific frog story narrative compared to other genres), frog story narrations from the perspective of theory of mind, and from the perspective of bilingualism and second language acquisition. Several of the contributions to the new book manuscript also deal with developmental perspectives, but, in distinction to the 1994 book, that is not the only focused issue. The second part is initiated by Ruth Berman with an analysis of the role of context in developing narrative abilities. The new book represents a rich overview and illustration of recent advances in theoretical and methodological approaches to the crosslinguistic study of narrative discourse. A red thread throughout the book is that crosslinguistic variation is not merely a matter of variation in form, but also in content and aspects of cognition. A recurrent perspective on language and thought is that of Dan Slobin''s theory of "thinking for speaking," an approach to cognitive consequences of linguistic diversity. The book ends with an epilogue by Herbert Clark, "Variations on a Ranarian Theme."

Chapters written by leading authorities offer current perspectives on the origins and development of language disorders. They address the question: How can the child''s linguistic environment be restructured so that children at risk can develop important adaptive skills in the domains of self-care, social interaction, and problem solving? This theory-based, but practical book emphasizes the importance of accurate definitions of subtypes for assessment and intervention. It will be of interest to students, researchers, and practitioners in the field of developmental language disorders.

Chapters written by leading authorities offer current perspectives on the origins and development of language disorders. They address the question: How can the child''s linguistic environment be restructured so that children at risk can develop important adaptive skills in the domains of self-care, social interaction, and problem solving? This theory-based, but practical book emphasizes the importance of accurate definitions of subtypes for assessment and intervention. It will be of interest to students, researchers, and practitioners in the field of developmental language disorders.

The central question in this volume is how to create a society of "engaged readers" in today''s world, where reading is increasingly overruled by other media, such as television and personal computers. Engaged readers, as the term is used in this book, means readers who are socially interactive, strategic, and motivated. This state-of-the-art review contains research on integrating cognitive, social, and motivational aspects of reading and reading instruction, the chapter authors argue that coming to grips with the notion of engagement in literacy requires redefining literacy itself to acknowledge the degree to which it is not only a cognitive accomplishment, but a social activity and an affective commitment as well. Promoting literacy acquisition thus requires interventions that address attitudes and beliefs as much as those that assure cognitive changes in learners. Equally important, the authors posit that literacy engagement involves the integration of cognitive strategies and motivational goals during literate activities. This necessary link between literacy and motivation is addressed from a variety of perspectives. Acknowledging the value of cross-national and cross-cultural comparisons, the book features chapters on the promotion of literacy in different regions around the world.

The central question in this volume is how to create a society of "engaged readers" in today''s world, where reading is increasingly overruled by other media, such as television and personal computers. Engaged readers, as the term is used in this book, means readers who are socially interactive, strategic, and motivated. This state-of-the-art review contains research on integrating cognitive, social, and motivational aspects of reading and reading instruction, the chapter authors argue that coming to grips with the notion of engagement in literacy requires redefining literacy itself to acknowledge the degree to which it is not only a cognitive accomplishment, but a social activity and an affective commitment as well. Promoting literacy acquisition thus requires interventions that address attitudes and beliefs as much as those that assure cognitive changes in learners. Equally important, the authors posit that literacy engagement involves the integration of cognitive strategies and motivational goals during literate activities. This necessary link between literacy and motivation is addressed from a variety of perspectives. Acknowledging the value of cross-national and cross-cultural comparisons, the book features chapters on the promotion of literacy in different regions around the world.

The four articles in this issue represent recent developments in the study of basic processes in L2 reading at the primary level. The research reported reflects the array of theoretical and instructional issues targeted currently by researchers who wish to understand L2 reading development in young children. Ultimately, this research should be used to help policymakers and educators make better informed decisions about how L2 literacy instruction can be enhanced across various sociocultural and linguistic boundaries.