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Peer reviewed Peer reviewed
ERIC Number: EJ678699
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0271-1214
EISSN: N/A
Promising Interventions for Promoting Emergent Literacy Skills: Three Evidence-Based Approaches.
Justice, Laura M.; Pullen, Paige C.
Topics in Early Childhood Special Education, v23 n3 p99-113 Fall 2003
This article defines emergent literacy, provides intervention principles for emergent literacy prevention and intervention activities, discusses the meaning of evidence-based practice, and describes three promising evidence-based approaches for emergent literacy intervention, including adult-child shared storybook reading, literacy-enriched play interventions, and teacher-led structured phonological awareness curricula. (Contains references.) (Author/CR)
Descriptors: Curriculum Design, Disabilities, Early Childhood Education, Early Intervention, Emergent Literacy, Phoneme Grapheme Correspondence, Phonological Awareness, Play, Reading Aloud to Others, Reading Strategies
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Theme Issue: Assessment and Intervention Focused on Emergent Literacy.