All About Language

Science, Theory, and Practice

Excerpted from: All About Language Edited by: Elena L. Grigorenko, Peggy McCardle Ph.D., MPH, Yuri Shtyrov

All About Language
Science, Theory, and Practice

Edited by

• Elena L. Grigorenko, Ph.D.
  University of Houston and Baylor College of Medicine, Houston, Texas
  St. Petersburg State University, St. Petersburg, Russia
  Moscow State University of Psychology and Education, Moscow, Russia

• Yury Shtyrov, Ph.D.
  Aarhus University, Denmark
  St. Petersburg State University, St. Petersburg, Russia

• Peggy McCardle, Ph.D., M.P.H.
  Peggy McCardle Consulting, LLC, Tarpon Springs, Florida
  Haskins Laboratories, New Haven, Connecticut

Contents

1. About the Editors
2. About the Contributors
3. The Dyslexia Foundation and the Extraordinary Brain Series
4. Preface
5. Acknowledgments
6. Sections
   • Section I: Biological Underpinnings of Language
     • Genetic Insights Into the Neurobiology of Speech and Language
     • Mapping the Literate Brain: Where We Are and What Must Come Next
   • Integrative Commentary 1: Are We Witnessing a Synthesis in the Neurobiology of Language?
   • Section II: Typical Language Development (Spoken and Written)
     • Building a Lexicon
     • Reading in Grades 2 and 3: Eye Tracking and Neuropsychological Analysis
     • Orthographic Processing and Reading
   • Integrative Commentary 2: Typical Language Development (Spoken and Written)
   • Section III: Atypical Oral Language
     • Longitudinal Study of Language and Speech of Twins
     • Stability and Change in Developmental Language Disorder
   • Integrative Commentary 3: Language and Reading Disorders—Same and Different?
   • Section IV: Atypical Reading Development (Dyslexia)
     • The Role of Executive Functions in Reading Development
   • Integrative Commentary 4: New Directions in the Study of Atypical Reading Development
   • Section V: Language, Education, Disability, and Society
     • Using Technology to Bring Treatments to Families Affected by Autism
     • Identification, Assessment, and Treatment of Reading Difficulties
   • Integrative Commentary 5: Great Expectations: A Current Perspective on Education, Disability, and Society
   • Section VI: Finale
     • Future Directions for Research and Practice: Integrating Language Development With Reading and Learning Disabilities

About the Editors

Elena L. Grigorenko, Ph.D.
Head of the Laboratory of Translational Sciences of Human Development, St. Petersburg State University, and Professor of Psychology at University of Houston.

Yury Shtyrov, Ph.D.
Professor, Center of Functionally Integrative Neuroscience, Aarhus University.

Peggy McCardle, Ph.D., M.P.H.
President/Consultant, Peggy McCardle Consulting, LLC, and Affiliated Research Scientist at Haskins Laboratories.

Acknowledgments

Contributions to this volume were made by various organizations, including the University of St. Petersburg and philanthropic organizations such as The Dyslexia Foundation.

Preface

This volume is a collaborative work arising from the Extraordinary Brain Symposium XVI, held in St. Petersburg, Russia. It discusses language-related topics including language evolution, typical development, language disorders, and various types of literacy.

Chapter 1: All About Language

An Overview and Introduction to the Volume This chapter provides an overview of the current state of knowledge regarding the evolution and manifestation of human language. It examines both typical and atypical language acquisition, detailing the processes that underpin it across various contexts. The chapter also discusses the interdisciplinary nature of language study and its importance in informing practice in education and related fields.

Sections Overview

• Section I: Examines biological underpinnings of language.
• Section II: Discusses typical language development and its measurement.
• Section III: Focuses on atypical oral language and its challenges.
• Section IV: Explores atypical reading development and interventions.
• Section V: Addresses real-world applications and implications for education and policy.
• Section VI: Integrates findings and suggests future directions for research on language and literacy.