NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ876561
Record Type: Journal
Publication Date: 2010
Pages: 21
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-1468-7984
A Review of Parent Interventions for Preschool Children's Language and Emergent Literacy
Reese, Elaine; Sparks, Alison; Leyva, Diana
Journal of Early Childhood Literacy, v10 n1 p97-117 2010
It is well known that children's language development lays the foundation for their literacy development, though it is difficult for preschool teachers alone to consistently engage in the individual interactions necessary to boost children's language skills. Given that parents are their children's first teachers, it is imperative to consider how parents can help improve their children's language and emergent literacy development prior to formal schooling. This article reviews parent-training studies of children's language and literacy in three contexts: parent-child book-reading; parent-child conversations; and parent-child writing. Parent training in each of these contexts has the capacity to improve children's language and literacy, with the effects being specific to the targeted skill. All three contexts are potentially valuable sites for training parents to help their children's language and literacy. In conclusion, parents are an undertapped resource for improving children's language and literacy. (Contains 1 table.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: Parents
Language: English
Sponsor: N/A
Authoring Institution: N/A