Literacy

Listening and speech provide the foundations for language, which provides the foundation for literacy. Unlike oral language, writing is a recent human invention. Because we are not specifically prepared, biologically speaking, to write and read, reading and writing are skills whose acquisition depends upon special exposure and training.

The goals of Theme IV are 1) to better understand and measure literacy development and 2) to apply this knowledge to ensure that all children will have the opportunity, through literacy, to participate fully in, and contribute actively to, Canadian society and culture.

Theme Leader:  Linda M. Phillips

Theme Leader:  Raymond Klein

Project Abstracts

  Variations in Shared Book Reading

  A Longitudinal Study of the Relation Between Pre-Linguistic Temporal Processing and Language Ability

  Development of a Multi-component Test Battery for the Assessment of French Reading Skills

  Understanding Reading Development in Second Language Learners

  The Missing-Letter Effect: A Window on the Development of First and Second Language Reading Skills

  Factors Affecting Language Development and Reading Difficulties

  Literacy Development Through Video Game Experience

  Studying the Roots of Disciplinary Literacy in Science: Implications for Designed Environments Inside and Outside Schools

  Customizing Family Literacy Development

  Perceptual and Cognitive Correlates of Language Skills across the Age Range

  Customized Instruction: Designing Developmentally-based Interventions

  Fostering Pre-literacy Skills Through Parental Interaction

  Early Identification and Intervention for Reading Difficulties using a Teacher and Classroom Based Model

  Reading Comprehension in English- and French-speaking Children: Core Processes and Predictors

  Orthographic Processing and the Double Deficit Hypothesis

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