Emergent Literacy Intervention for Prekindergarteners at Risk for Reading Failure

This article, the first of a two-part series, provides background information and a general description of an emergent literacy intervention model for at-risk preschoolers and kindergartners. The embedded-explicit intervention model emphasizes the dual importance of providing young children with socially embedded opportunities for meaningful, naturalistic literacy experiences throughout the day, in addition to regular structured therapeutic interactions that explicitly target critical emergent literacy goals. The role of the speech-language pathologist (SLP) in the embedded-explicit model encompasses both indirect and direct service delivery: The SLP consults and collaborates with teachers and parents to ensure the highest quality and quantity of socially embedded literacy-focused experiences and serves as a direct provider of explicit interventions using structured curricula and/or lesson plans. The goal of this integrated model is to provide comprehensive emergent literacy interventions across a spectrum of early literacy skills to ensure the successful transition of at-risk children from prereaders to readers.

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Embedded-Explicit Emergent Literacy Intervention II

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461(2004/021) ◽

2004 ◽

Vol 35 (3) ◽

pp. 212-228 ◽

Cited By ~ 27

Author(s):

Joan N. Kaderavek ◽

Laura M. Justice

Keyword(s):

At Risk ◽

Early Childhood ◽

Emergent Literacy ◽

Literacy Instruction ◽

Kindergarten Children ◽

Literacy Intervention ◽

Explicit Model ◽

Intervention Model ◽

Speech Language Pathologists ◽

Early Childhood Classrooms

This article, the second in a two-part series, provides guidance to speech-language pathologists (SLPs) for implementing the explicit component of the embedded-explicit emergent literacy intervention model for at risk preschool and kindergarten children. The explicit component refers to the provision of regular structured therapeutic interactions that intentionally target critical emergent literacy goals. This article describes fundamental principles of explicit literacy instruction, identifies literacy domains targeted as part of explicit literacy instruction, and presents examples of how early childhood classrooms can be organized to implement the embedded-explicit model.

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A targeted early literacy intervention for prekindergarten children identified as "at risk" for reading failure: Outcomes for English Language Learners

PsycEXTRA Dataset ◽

10.1037/e584752012-033 ◽

2010 ◽

Author(s):

Donna Ellis ◽

Karla Repper ◽

Cindy Zettler

Keyword(s):

At Risk ◽

English Language Learners ◽

Early Literacy ◽

Language Learners ◽

English Language ◽

Literacy Intervention ◽

Reading Failure ◽

Early Literacy Intervention

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Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties

Journal of Experimental Child Psychology ◽

10.1016/j.jecp.2012.08.010 ◽

2013 ◽

Vol 114 (1) ◽

pp. 111-130 ◽

Cited By ~ 96

Author(s):

Christopher J. Lonigan ◽

David J. Purpura ◽

Shauna B. Wilson ◽

Patricia M. Walker ◽

Jeanine Clancy-Menchetti

Keyword(s):

At Risk ◽

Preschool Children ◽

Emergent Literacy ◽

Reading Difficulties ◽

Literacy Intervention ◽

Children At Risk

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Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-20-00029 ◽

2020 ◽

Vol 29 (3) ◽

pp. 1283-1300

Author(s):

Xigrid T. Soto ◽

Andres Crucet-Choi ◽

Howard Goldstein

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Emergent Literacy ◽

Language Learners ◽

Literacy Instruction ◽

Dual Language ◽

Literacy Skills ◽

Dual Language Learners ◽

Probe Design ◽

Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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