Emergent Literacy Intervention: Evidence-Based Practice
Emergent literacy knowledge paves the way for children’s eventual attainment of critical literacy skills, including reading and spelling. Preschoolers and kindergartners experiencing emergent literacy difficulties may have insufficient knowledge to profit from early reading instruction, thereby placing these children at risk in their ability to meet the academic rigors of first grade and beyond. This audio self-study identifies key aspects of emergent and early literacy development, including print awareness and phonological awareness, with a focus on current evidence-based strategies for providing early interventions to facilitate children’s earliest achievements in literacy. Strategies described include shared storybook reading, environmental modification, and published curricula. Approaches to designing multi-tiered, collaborative, classroom-based programs are presented.
You will be able to:
- list major accomplishments in early childhood literacy development
- describe risk factors in emergent literacy development
- apply evidence to design high-quality emergent literacy programs for at-risk youngsters
View the Table of Contents [PDF]d literacy programs
Instructor Disclosure: Not available. The content for this program was developed and published prior to the ASHA Continuing Education Board requiring instructional personnel to provide financial and nonfinancial disclosure statements.