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ERIC Number: ED429278
Record Type: RIE
Publication Date: 1999-Apr-1
Pages: 45
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Issues in Emergent Literacy for Children with Language Impairments.
Kaderavek, Joan N.; Sulzby, Elizabeth
This paper asks how findings from emergent literacy (the study of the reading and writing behaviors that develop into conventional literacy) can combine with findings from oral language development to expand the services provided to preschoolers with language impairments. After giving an overview of major concepts and research of emergent literacy, it draws on research that demonstrates two primary contributions of emergent literacy for language-remediation services for preschoolers: (1) storybook reading with adults that supports the oral language learning of normally developing children also benefits language-impaired children; and (2) assessing language-impaired preschoolers using an emergent reading task in addition to an oral narrative task can give useful data. The paper presents case studies of two language-impaired children who show differing levels of interest in books. Results indicated that enjoyment of storybook reading was linked to consistency in parental expectations and use of language, regardless of the context. It notes that these findings have implications for both language-remediation specialists' practice and for the suggestions they give parents. By incorporating emergent literacy perspectives and methods into language-remediation services for preschoolers, the paper concludes that children's facility with language can be enhanced. Contains 90 references, and 4 tables a figure of data. (RS)
CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259 (printed copy, $6.50 including handling and shipping); full report may be downloaded from Web site: www.ciera.org
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Inst. on Early Childhood Development and Education (ED/OERI), Washington, DC.