Handbook of Literacy in Diglossia and in Dialectal Contexts: Psycholinguistic, Neurolinguistic, and

Introduction: Elinor Saiegh-Haddad, & Cammie McBride, Bar-Ilan University and the Chinese University of Hong Kong.

Literacy in Diglossia and Dialectal Contexts: Current questions and future directions

Part One: Language and Literacy Acquisition in Diglossic Contexts

The land of diglossia: Ferguson and Fishman meet in Switzerland

Chapter 2: Kleanthes Grohmann, University of Cyprus

The gradience of multilingualism in a diglossic context: Language development in Cyprus

Chapter 3: Urs Maurer & Jessica Buhler, The Chinese University of Hong Kong, University of Zurich, Neuroscience Center Zurich, Switzerland.

Influence of dialect use on early reading and spelling acquisition in German-speaking children

Chapter 4: Lior Laks & Elinor Saiegh-Haddad, Bar-Ilan University, Israel

Between varieties and modalities in the production of narrative texts in Arabic

Chapter 5: Rama Novogrodsky, University of Haifa

Language learning in naturalistic versus structured settings - comparing the stories of children with hearing-impairment in Colloquial-Arabic and Standard-Arabic 

Chapter 6: Asaid Khatib, Haifa University

Language processing in diglossia is modality specific

Chapter 7: Zohar Eviatar, Zohar Eviatar, Raphiq Ibrahim, Lateefeh Maroun, & Aula Khatib Abu-Leil, Haifa University

Reading in multiple Arabics

Part Two: Language and Literacy Acquisition in Standard-with-Dialect Contexts

Chapter 8: Mark Seidenberg, University of Wisconsin-Madison

Language variation and dialect: Challenges for beginning readers and educators

Chapter 9: Julie Washington, Georgia State University

Conceptualizing linguistic variation on a continuum: Impact on the growth of language and reading of African American children

Chapter 10: Ryan Lee-James, Adelphi University; Lakeisha Johnson, University of the District of Columbia

Impact of Nonmainstream Dialect Use in Language Assessment: Evidence from African American English-Speaking Children

Chapter 11: Nicole Patton Terry, Florida State University; Brandy Gatlin, University of California-Irvine.

Contrasting Theory-Based Approaches to Language Instruction for Poor Readers who Speak Nonmainstream American English

Chapter 12: Roumans, Romy, Leonie Cornips, Jetske Klatter-Folmer and Trudie Schils, Radboud University, Meertens Instituut (KNAW), Maastricht University.

Literacy skills of bidialectal primary school children compared to their Dutch speaking peers in Dutch Limburg: Spelling and reading proficiencies

Chapter 13: Hristo Kyuchukov, University of Silesia, Katowice, Poland

Socio-cognitive factors in the literacy process of Roma speaking children.

Chapter 14: Cammie McBride, The Chinese University of Hong Kong

Diglossia in Chinese? It's complicated

Part Three: Language and Literacy Acquisition in Multilectal Africa

Chapter 15: Michelle Pascoe, Division of Communication Sciences and Disorders, University of Cape Town, South Africa

Language and literacy development in multilingual South African classrooms

Chapter 16: Elena Grigorenko and Natalia Rakhlin, University of Houston, Wayne State University. (title to follow)

Chapter 17: Sonali Nag, Oxford University (title to follow)