ERIC Number: EJ1036155
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 29
Early Intervention for Emergent Literacy Development in a Collaborative Community Pre-Kindergarten
Hilbert, Dana D.; Eis, Sarah D.
Early Childhood Education Journal, v42 n2 p105-113 Mar 2014
The purpose of this study was to describe the characteristics and findings of an early literacy intervention program implemented to facilitate the development of critical emergent literacy skills among children identified as low-income and at-risk in the context of collaborative, pre-kindergarten/Head Start classrooms. Using data from a sample of pre-Kindergartners (n = 154), the intervention reveals the effectiveness of early literacy intervention in the areas of vocabulary, phonological awareness, and print knowledge. The study suggests the possibility of preventing literacy delays and referrals for specialized, special education services for young children through early intervention at the preschool level.
Descriptors: Early Intervention, Emergent Literacy, Low Income Groups, At Risk Students, Preschool Children, Federal Programs, Program Effectiveness, Vocabulary Development, Phonological Awareness, Reading Comprehension
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A