This article provides an overview of how an emergent literacy perspective may serve as a framework for better understanding the reading and writing behaviors of preschool children and young elementary-age children with LD. For children who are at risk for reading failure, teachers can facilitate the exploration of emergent literacy elements, including the sounds of language (phonological awareness), an awareness of print and book conventions (print awareness), narrative development, and early writing skills. Specific intervention techniques are given to help teachers provide rich, meaningful emergent literacy opportunities in the classroom.
Get full access to this article
View all access options for this article.
References
1.
Alborough,J. (1994). It's the bear: Cambridge, MA : Candlewick.
2.
Au, K.H., Mason, J.M., & Scheu, J.A. (1995). Literacy instruction for today. New York: HarperCollins.
3.
Ball, E.W. (1997). Phonological awareness: Implications for whole language and emergent literacy programs. Topics in Language Disorders, 17, 14-26.
4.
Bishop, D.V.M., & Edmundson, A. (1987). Language-impaired four-year-olds: Distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders, 52, 156-173.
5.
Chaney, C. (1992). Language development, metalinguistic skills, and print awareness in 3-year-old children. Applied Psycholinguistics , 13, 485-514.
6.
Chard, D.J., & Dickson, S.V. (1999). Phonological awareness: Instructional and assessment guidelines. Intervention in School and Clinic, 34, 261-270.
7.
Clay, M.M. (1985). The early detection of reading difficulties (3rd ed.). Portsmouth, NH: Heinemann.
8.
Crain-Thoreson, C., & Dale, P.S. (1992). Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy. Developmental Psychology, 28, 421-429.
9.
Crews, D. (1984). School bus. New York: Mulberry.
10.
Cunningham, P.M. (1995). Phonics they use: Words for reading and writing (2nd ed.). New York: HarperCollins.
11.
Dowhower, S.L., & Beagle, K.G. (1998). The print environment in kindergartens: A study of conventional and holistic teachers and their classrooms in three settings . Reading Research and Instruction, 37, 161-190.
12.
Ehlert, L. (1990). Feathers for lunch. Singapore : Tien Wah.
13.
Ezell, H.K., & Justice, L.M. (1999). Increasing the print focus of adult-child reading through observational learning. American Journal of Speecb-LanguagePathology, 9, 36-47.
14.
Feagans, L., & Appelbaum, M. (1986). Validation of language subtypes in learning disabled children. Journal of Educational Psychology, 78, 358-364.
15.
Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling. Portsmouth, NH: Heinemann.
16.
Gillam, R.B., & Johnston, J.R. (1985). Development of print awareness in language-disordered preschoolers. Journal of Speech and Hearing Research, 28, 521-526.
17.
Goodman, Y.M. (1986). Children coming to know literacy. In W H. Teale & E. Sulzby (Eds.), Emergent literacy (pp. 1-14). Norwood, NJ: Ablex.
18.
Harste, J., Woodward, V., & Burke, C. (1984). Language stories and literacy lessons. Portsmouth, NH: Heinemann.
19.
Hayes, S. (1986). This is the bearCambridge, MA: Candlewick.
20.
Hayes, S. (1990). Nine ducks nine. Cambridge, MA: Candlewick. Hennessey, B.G. (1990). School days. New York: Penguin.
21.
Hiebert, E.H. (1981). Developmental patterns and interrelationships of preschool children's print awareness. Reading Research Quarterly, 16, 236-260.
22.
Hill, E. (1994). Spot bakes a cake. New York : Puffin.
23.
Hudson, J.A., & Shapiro, L.R. (1991). From knowing to telling: The development of children's scripts, stories, and personal narratives. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 89-136). Hillsdale, NJ : Erlbaum.
24.
Jones, C. (1990). This old man. New York: Houghton Mifflin.
25.
Kaderavek, J.N., & Sulzby, E. (2000). Narrative productions by children with and without specific language impairment: Oral narratives and emergent readings. Journal of Speech, Language, and Hearing Research, 43, 34-49.
26.
Kellogg, S. (1979). Pinkerton, behave!New York : Dial.
27.
Liberman, I.Y., Shankweiler, D., Fischer, E.W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology , 18, 201-212.
28.
Liles, B.Z. (1985). Narrative abilities in normal and language disordered children. Journal of Speech and Hearing Research, 28, 123-133.
29.
Liles, B.Z. (1993). Narrative discourse in children with language disorders and children with normal language: A critical review of the literature . Journal of Speech and Hearing Research, 36, 868-882.
30.
Lyon, R.G. (1999). The NICHD research program in reading development, reading disorders and reading instruction: A summary of research findings . In Keys to successful learning: A national summit on research in learning disabilities (pp. 1-5). New York: The National Center for Learning Disabilities.
31.
McCabe, A., & Peterson, C. (Eds.). (1991). Developing narrative structure . Hillsdale, NJ: Erlbaum.
32.
McCabe, A., & Rollins, P.R. (1994). Assessment of preschool narrative skills. American Journal of Speech-Language Pathology, 3(1), 45-56.
33.
Perfetti, C.A., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283-319.
34.
Schuele, C.M., & van Kleeck, A. (1987). Precursors to literacy: Assessment and intervention. Topics in Language Disorders , 7, 32-44.
35.
Senechal, M., LeFevre, J., Thomas, E.M., & Daley, K.E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116.
36.
Snow, C. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165-189.
37.
Snow, C. E., Burns, M. S., & Griffin, P (Eds.). (1998). Preventing reading difficulties in young children . Washington, DC: National Academy Press.
38.
Sulzby, E.S. (1990). Assessment of emergent writing and children's language while writing. In L. M. Morrow & J. K. Smith (Eds.), Assessment for instruction in early literacy (pp. 83-109). Englewood Cliffs, NJ: Prentice Hall.
39.
Teale, W H., & Sulzby, E. (Eds.). (1986). Emergent literacy. Norwood, NJ: Ablex.
40.
Torgesen, J.K., & Bryant, B.R. (1993). Test of phonological awareness. Austin, TX: PRO-ED.
41.
Ukrainetz, T.A. (1998). Stickwriting stories: A quick and easy narrative representation strategy. Language, Speech, and Hearing Services in Schools, 29, 197-206.
42.
U.S. Department of Education. (1997). President's and secretary's priorities. Washington, DC : Author.
43.
Vukelich, C. (1994). Effects of play interventions on young children's reading of environmental print. Early Childhood Research Quarterly , 9, 153-170.
