Emerging literacy in children with delayed speech and language development: assessment and intervention
- 1 June 1997
- journal article
- research article
- Published by SAGE Publications in Child Language Teaching and Therapy
- Vol. 13 (2), 143-159
- https://doi.org/10.1177/026565909701300203
Abstract
Emerging literacy in preschool children has been shown to be inter-related with spoken language acquisition, particularly in joint picture-book reading with parents (PBR). In earlier studies of normally developing children a develop mental continuum of skills was described and then used to develop a checklist for assessing PBR in clinical populations. The checklist was used to study PBR in 11 language delayed children with varying degrees of attention control. The five children with receptive/expressive delay and difficulty with attention control were delayed in PBR but those with expressive difficulties were not. Suggestions for intervention are provided.Keywords
This publication has 9 references indexed in Scilit:
- A longitudinal study of children's early literacy experiences at home and later literacy development at home and schoolJournal of Research in Reading, 1996
- Joint picture-book reading correlates of early oral language skillJournal of Child Language, 1993
- Representational demands in mothers' talk to preschool children in two contexts: picture book reading and a modelling taskJournal of Child Language, 1991
- Accelerating language development through picture book reading.Developmental Psychology, 1988
- Context-related age changes in mothers' speech: joint book readingJournal of Child Language, 1983
- Turn the page please: situation-specific language acquisitionJournal of Child Language, 1983
- The achievement and antecedents of labellingJournal of Child Language, 1978
- THE READING ABILITY OF DEAF SCHOOL‐LEAVERSBritish Journal of Educational Psychology, 1977
- The development of conversation between mothers and babiesJournal of Child Language, 1977