Emergent Literacy Intervention for Vulnerable Preschoolers
- 1 August 2003
- journal article
- Published by American Speech Language Hearing Association in American Journal of Speech-Language Pathology
- Vol. 12 (3), 320-332
- https://doi.org/10.1044/1058-0360(2003/078)
Abstract
This study determined the relative efficacy of an experimental explicit emergent literacy intervention program for preschoolers experiencing multiple risk factors. Using an alternating treatment research design, children completed two 6-week waves of intervention in small groups; one wave featured the experimental explicit intervention program, whereas the other featured a comparison program. Emergent literacy assessment was conducted at pretest and at the end of each wave. Results indicated significant widespread gains in emergent literacy knowledge over the entire 12-week intervention program; growth was significantly greater during the experimental explicit intervention program compared to the comparison program. An examination of individual differences and intervention outcome showed oral language skills and literacy orientation to predict emergent literacy performance at the end of the program.Keywords
This publication has 71 references indexed in Scilit:
- A Comparison of Early Literacy Skills in Children With Specific Language Impairment and Their Typically Developing PeersAmerican Journal of Speech-Language Pathology, 1999
- Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement.Journal of Educational Psychology, 1995
- Phonological Awareness and Literacy Development in Children With Expressive Phonological ImpairmentsJournal of Speech, Language, and Hearing Research, 1995
- Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of LiteracyReview of Educational Research, 1995
- The Relationship Between Speech-Language Impairments and Reading DisabilitiesJournal of Speech, Language, and Hearing Research, 1993
- A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading RetardationJournal of Child Psychology and Psychiatry, 1990
- On the Equivalence of Factors and ComponentsMultivariate Behavioral Research, 1990
- Improving the Prediction of Reading for the Individual ChildJournal of Learning Disabilities, 1986
- Rhyme and Reason in Reading and SpellingPublished by University of Michigan Library ,1985
- The Prediction of Good and Poor Reading Before Kindergarten Entry: A 4-Year Follow-UpThe Journal of Special Education, 1982