ERIC Number: ED380915
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
L'emergence de la lecture chez des enfants presentant des retards de developpement: Programme de stimulation en milieu familial a l'intention des parents (The Emergence of Reading in Children with Developmental Delays: Stimulation Program in the Family Environment Guided by Parents).
Saint-Laurent, Lise; And Others
Etudes et recherches, v1 n3 1994
This booklet presents a reading and writing intervention program for French Canadian preschool children with developmental delays, to be implemented by parents or collaboratively by parents and teachers. The program calls for children to have frequent contacts with written language, in order to facilitate the development of a positive attitude towards reading and the acquisition of important basic knowledge and skills. The program involves daily interactive reading with the child and biweekly visits to a municipal library to borrow books. It also involves daily activities conducted in natural situations, such as reading words that the child finds in his or her environment and having adult caregivers model the value of reading. Suggestions are offered for making reading part of a daily routine, making it interesting to the child, helping the child to realize that the spoken words are the words written in the book, and verifying that the child understood the story. Guidelines are offered for choosing reading and writing materials. A bibliography of stories, magazines, and computer programs recommended for children is appended. (JDD)
Descriptors: Beginning Reading, Developmental Delays, Early Intervention, Educational Strategies, Foreign Countries, French, French Canadians, Interaction, Literacy Education, Parents as Teachers, Prereading Experience, Preschool Children, Preschool Education, Program Implementation, Reading Programs
Faculte des sciences de l'education, Universite Laval, Sainte-Foy (Quebec) G1K 7P4, Canada.
Publication Type: Guides - Non-Classroom; Collected Works - Serials
Education Level: N/A
Audience: Practitioners; Parents
Authoring Institution: Centrale de L'Enseignement du Quebec (Canada).; Laval Univ., Quebec (Quebec).
Identifiers - Location: Canada