Preface: Bernard Spolsky, Bar-Ilan University, Israel<p>Introduction: Elinor Saiegh-Haddad, & Cammie McBride, Bar-Ilan University and the Chinese University of Hong Kong.</p><p>Literacy in Diglossia and Dialectal Contexts: Current questions and future directions</p><p>Part One: Language and Literacy Acquisition in Diglossic Contexts<br></p>Chapter 1: Agnieszka Stępkowska, University of Szczecin, Poland<p></p><p>The land of diglossia: Ferguson and Fishman meet in Switzerland</p><p>Chapter 2: Kleanthes Grohmann, University of Cyprus</p><p>The gradience of multilingualism in a diglossic context: Language development in Cyprus</p><p>Chapter 3: Urs Maurer & Jessica Buhler, The Chinese University of Hong Kong, University of Zurich, Neuroscience Center Zurich, Switzerland.</p><p>Influence of dialect use on early reading and spelling acquisition in German-speaking children</p><p>Chapter 4: Lior Laks & Elinor Saiegh-Haddad, Bar-Ilan University, Israel</p><p>Between varieties and modalities in the production of narrative texts in Arabic</p><p>Chapter 5: Rama Novogrodsky, University of Haifa</p><p>Language learning in naturalistic versus structured settings – comparing the stories of children with hearing-impairment in Colloquial-Arabic and Standard-Arabic </p><p>Chapter 6: Asaid Khatib, Haifa University</p><p>Language processing in diglossia is modality specific</p><p>Chapter 7: Zohar Eviatar, Zohar Eviatar, Raphiq Ibrahim, Lateefeh Maroun, & Aula Khatib Abu-Leil, Haifa University</p><p>Reading in multiple Arabics</p><p> </p><p>Part Two: Language and Literacy Acquisition in Standard-with-Dialect Contexts</p><p>Chapter 8: Mark Seidenberg, University of Wisconsin-Madison</p><p>Language variation and dialect: Challenges for beginning readers and educators</p><p>Chapter 9: Julie Washington, Georgia State University</p><p>Conceptualizing linguistic variation on a continuum: Impact on the growth of language and reading of African American children</p><p>Chapter 10: Ryan Lee-James, Adelphi University; Lakeisha Johnson, University of the District of Columbia</p><p>Impact of Nonmainstream Dialect Use in Language Assessment: Evidence from African American English-Speaking Children</p><p>Chapter 11: Nicole Patton Terry, Florida State University; Brandy Gatlin, University of California-Irvine.</p><p>Contrasting Theory-Based Approaches to Language Instruction for Poor Readers who Speak Nonmainstream American English</p><p>Chapter 12: Roumans, Romy, Leonie Cornips, Jetske Klatter-Folmer and Trudie Schils, Radboud University, Meertens Instituut (KNAW), Maastricht University.</p><p>Literacy skills of bidialectal primary school children compared to their Dutch speaking peers in Dutch Limburg: Spelling and reading proficiencies</p><p>Chapter 13: Hristo Kyuchukov, University of Silesia, Katowice, Poland</p><p>Socio-cognitive factors in the literacy process of Roma speaking children.</p><p>Chapter 14: Cammie McBride, The Chinese University of Hong Kong</p><p>Diglossia in Chinese? It’s complicated</p><p> </p><p>Part Three: Language and Literacy Acquisition in Multilectal Africa</p><p>Chapter 15: Michelle Pascoe, Division of Communication Sciences and Disorders, University of Cape Town, South Africa</p><p>Language and literacy development in multilingual South African classrooms</p><p>Chapter 16: Elena Grigorenko and Natalia Rakhlin, University of Houston, Wayne State University. (title to follow)</p><p>Chapter 17: Sonali Nag, Oxford University (title to follow)<br></p><p><br></p>
