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ERIC Number: EJ817733
Record Type: Journal
Publication Date: 2008
Pages: 24
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1918-5227
An Exploratory Study of Emergent Literacy Intervention for Preschool Children with Language Impairments
McNamara, John K.; Vervaeke, Sherri-Leigh; Lankveld, Jackie Van
Exceptionality Education International, v18 n1 p9-32 2008
This exploratory study measured the efficacy of an emergent literacy intervention program designed to support preschool children who have been identified as having specific language impairments. Specifically, the study compares two intervention approaches--an experimental emergent literacy intervention and a traditional intervention based on traditional models of language therapy. It was hypothesized that the explicit emergent literacy approach would result in significant gains in phonological and print awareness skills relative to a less structured traditional intervention approach. Results indicated that children in the emergent literacy intervention experienced greater gains in pre-literacy measures. The results hold important implications for service delivery models aimed at supporting preschool children with language impairments. (Contains 2 tables and 4 figures.)
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada