scholarly journals The Factor Structure and Invariance of an Observational Checklist to Measure Children’s Emergent Literacy Skill Development across Male and Female Samples

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Jason C. Immekus
Keyword(s):  
Emergent Literacy ◽  
Factor Structure ◽  
Skill Development ◽  
Literacy Skill ◽  
Male And Female ◽  
Literacy Skill Development

scholarly journals Using Microsoft® PowerPoint™ to Support Emergent Literacy Skill Development for Young Children At-Risk or Who Have Disabilities

2008 ◽  
Vol 36 (3) ◽  
pp. 233-239 ◽  
Author(s):  
Howard Phillips Parette ◽  
Jack J. Hourcade ◽  
Nichole M. Boeckmann ◽  
Craig Blum
Keyword(s):  
At Risk ◽  
Young Children ◽  
Emergent Literacy ◽  
Skill Development ◽  
Literacy Skill ◽  
Children At Risk ◽  
Literacy Skill Development

Effects of an Animated Book Reading Intervention on Emergent Literacy Skill Development

2015 ◽  
Vol 37 (2) ◽  
pp. 155-171 ◽  
Author(s):  
Erin Schryer ◽  
Elizabeth Sloat ◽  
Nicole Letourneau
Keyword(s):  
Emergent Literacy ◽  
Reading Intervention ◽  
Skill Development ◽  
Literacy Skill ◽  
Book Reading ◽  
Literacy Skill Development

Laying a Firm Foundation: Embedding Evidence-Based Emergent Literacy Practices Into Early Intervention and Preschool Environments

2018 ◽  
Vol 49 (2) ◽  
pp. 148-164 ◽  
Author(s):  
Pamela Terrell ◽  
Maggie Watson
Keyword(s):  
Child Care ◽  
Early Intervention ◽  
Emergent Literacy ◽  
Oral Language ◽  
Literacy Practices ◽  
Skill Development ◽  
Literacy Skill ◽  
Evidence Based ◽  
Literacy Skill Development ◽  
Literacy Environments

Purpose As part of this clinical forum on curriculum-based intervention, the goal of this tutorial is to share research about the importance of language and literacy foundations in natural environments during emergent literacy skill development, from infancy through preschool. Following an overview of intervention models in schools by Powell (2018), best practices at home, in child care, and in preschool settings are discussed. Speech-language pathologists in these settings will be provided a toolbox of best emergent literacy practices. Method A review of published literature in speech-language pathology, early intervention, early childhood education, and literacy was completed. Subsequently, an overview of the impact of early home and preschool literacy experiences are described. Research-based implementation of best practice is supported with examples of shared book reading and child-led literacy embedded in play within the coaching model of early intervention. Finally, various aspects of emergent literacy skill development in the preschool years are discussed. These include phonemic awareness, print/alphabet awareness, oral language skills, and embedded/explicit literacy. Results Research indicates that rich home literacy environments and exposure to rich oral language provide an important foundation for the more structured literacy environments of school. Furthermore, there is a wealth of evidence to support a variety of direct and indirect intervention practices in the home, child care, and preschool contexts to support and enhance all aspects of oral and written literacy. Conclusions Application of this “toolbox” of strategies should enable speech-language pathologists to address the prevention and intervention of literacy deficits within multiple environments during book and play activities. Additionally, clinicians will have techniques to share with parents, child care providers, and preschool teachers for evidence-based literacy instruction within all settings during typical daily activities.

Relations of emergent literacy skill development with conventional literacy skill development in Korean

2010 ◽  
Vol 24 (6) ◽  
pp. 635-656 ◽  
Author(s):  
Young-Suk Kim ◽  
Yaacov Petscher
Keyword(s):  
Emergent Literacy ◽  
Skill Development ◽  
Literacy Skill ◽  
Literacy Skill Development

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

scholarly journals Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8.

2015 ◽  
Vol 107 (1) ◽  
pp. 126-140 ◽  
Author(s):  
Kenneth Eklund ◽  
Minna Torppa ◽  
Mikko Aro ◽  
Paavo H. T. Leppänen ◽  
Heikki Lyytinen
Keyword(s):  
Skill Development ◽  
Familial Risk ◽  
Literacy Skill ◽  
Literacy Skill Development

scholarly journals Audiobooks as a Window to the World

2021 ◽  
pp. 92-97
Author(s):  
Maria Cahill ◽  
Jennifer Richey
Keyword(s):  
Children's Literature ◽  
Skill Development ◽  
Empirical Studies ◽  
Children’S Literature ◽  
Literacy Skill ◽  
The World ◽  
Different Types ◽  
Literacy Skill Development ◽  
Children's Interests

Library, literacy, and children’s literature professionals promote the benefits of transacting with audiobooks, and awards are bestowed upon audiobooks worldwide. Research spanning decades and conducted worldwide has explored the use of audiobooks for promoting literacy skill development. These studies have explored various uses of audiobooks and report mixed results for different types of readers and for readers of varying levels of proficiency. Yet, huge gaps exist in the research with many aspects of audiobook use still uninvestigated. This paper reports the disconnect between professionals’ claims regarding the benefits of audiobooks for children and those verified by empirical studies. It identifies the gaps in the scholarship surrounding audiobooks and calls attention to those areas in which audiobooks have potential to support children’s interests and needs.

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