Emergent Literacy in Early Childhood Special Education
- 1 April 1991
- journal article
- Published by SAGE Publications in Topics in Early Childhood Special Education
- Vol. 11 (1), 69-84
- https://doi.org/10.1177/027112149101100108
Abstract
The purpose of Project I.E.P. (Intervention for Early Progress) was to discover whether young children with handicaps who were exposed to structured, print-rich environments with opportunities to engage in a variety of preliteracy and literacy experiences would develop behaviors indicative of early “reading'' and “writing.'' Thus, Project I.E.P. sought to replicate emergent literacy studies previously conducted with youngsters with and without handicaps. The results of a year-long study confirm the findings of an exploratory investigation in emergent literacy conducted with very young children with handicaps. Emergent literacy behaviors were developed in a group of children ( n = 14; mean CA = 5.4) identified as having special needs who were exposed to numerous structured literacy activities every day. A statistically significant difference in concepts of print from pre- to posttest between experimental and control groups was found. The children's independent book interactions were found to progress in complexity and sustained attention, and they demonstrated a marked preference for certain types of books in the classroom library over the period of study. Finally, the “writing'' behaviors of participants also increased in complexity, variety, and structure over the period of the study. Theoretical and practical implications for how we view literacy development in general, as well as how and when special education literacy programs are implemented, are considered.Keywords
This publication has 11 references indexed in Scilit:
- Emergent Literacy in Early Childhood Special EducationTopics in Early Childhood Special Education, 1991
- Developmentally Appropriate Assessment of Reading and Writing in the Early Childhood ClassroomThe Elementary School Journal, 1988
- Children's Emergent Reading of Favorite Storybooks: A Developmental StudyReading Research Quarterly, 1985
- Neurologic Examination of Children with Learning DisordersPediatric Clinics of North America, 1984
- Toward a Theory of How Children Learn to Read and Write NaturallyLanguage Arts, 1982
- THE DEVELOPMENT OF ORTHOGRAPHIC LINGUISTIC AWARENESS IN KINDERGARTEN CHILDREN AND THE RELATIONSHIP OF THIS AWARENESS TO LATER READING ACHIEVEMENTReading Psychology, 1981
- First Graders' Concepts about PrintReading Research Quarterly, 1980
- The Necessary Mental Age for Beginning ReadingThe Elementary School Journal, 1937
- When Should Children Begin to Read?The Elementary School Journal, 1931
- Infancy and human growth.Published by American Psychological Association (APA) ,1928