This paper provides speech-language pathologists with information they can use to assist general and special education teachers of kindergarten and primary level students in creating a literate environment for reading and writing instruction. Included is a discussion of those aspects of the preschooler's rich literate environment which promote reading and writing development and specific suggestions for teacher modeling for organizing and managing the classroom, and for providing a range of meaningful reading and writing opportunities. Instruction which incorporates these suggestions is intended to extend and refine children's written language skills acquired prior to school and to provide a transition from the informal instruction offered in the home environment to the formal instruction found in the schools.
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