Peer reviewedERIC Number: EJ634437
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-4405
EISSN: N/A
On Refining Theoretical Models of Emergent Literacy: The Role of Empirical Evidence.
Senechal, Monique; LeFevre, Jo-Anne; Smith-Chant, Brenda L.; Colton, Karen V.
Journal of School Psychology, v39 n5 p439-60 Sep-Oct 2001
Proposes an alternative view to emergent literacy whereby it is a separate construct from oral language and metalinguistic skills. Also proposes that emergent literacy is composed of two distinct components: children's conceptual knowledge and children's early procedural knowledge of writing and reading. (Contains 60 references and 5 tables.) (GCP)
Publication Type: Information Analyses; Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A
