This article begins by providing a model of the domains of preliteracy development that is derived from a model of the later reading process adapted by Adams (1990) from Seidenberg and McClelland (1989). Adams' model, as the one for preliteracy development offered here, contains four components: an orthographic, phonological, meaning, and context processor. Two of the preliteracy processors — the orthographic and the phonological—- contain various subskills that are foundational for later development of the form aspect of print. Two other processors — the meaning and the context — contain subskills foundational to the meaning component of print. The relationship of the various subskills in the preliteracy model to prereading activities and later reading is discussed. The model is then related to two stages of preliteracy development revised from those presented by van Kleeck (1995). The first stage emphasizes the meaning and functions of print. The second stage adds, in separate activities, an emphasis on print form (letters; sounds in words) and early form-meaning correspondences (letter knowledge and phonological awareness are related to meaning at the word level). Developmental progressions for various preliteracy skills are provided in this section. Finally, formal and informal methods of assessing all of the domains of preliteracy development are discussed. Approaches to teaching or intervention are interspersed throughout the article as the development and nature of numerous preliteracy subskills are discussed.
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