Emergent literacy intervention for vulnerable preschoolers: Relative effects of two approaches

Laura M. Justice, Sy Miin Chow, Cara Capellini, Kevin Flanigan, Sarah Colton

Research output: Contribution to journalArticlepeer-review

104 Scopus citations

Abstract

This study determined the relative efficacy of an experimental explicit emergent literacy intervention program for preschoolers experiencing multiple risk factors. Using an alternating treatment research design, children completed two 6-week waves of intervention in small groups; one wave featured the experimental explicit intervention program, whereas the other featured a comparison program. Emergent literacy assessment was conducted at pretest and at the end of each wave. Results indicated significant widespread gains in emergent literacy knowledge over the entire 12-week intervention program; growth was significantly greater during the experimental explicit intervention program compared to the comparison program. An examination of individual differences and intervention outcome showed oral language skills and literacy orientation to predict emergent literacy performance at the end of the program.

Original languageEnglish (US)
Pages (from-to)320-332
Number of pages13
JournalAmerican journal of speech-language pathology
Volume12
Issue number3
DOIs
StatePublished - Aug 2003

All Science Journal Classification (ASJC) codes

  • Otorhinolaryngology
  • Developmental and Educational Psychology
  • Linguistics and Language
  • Speech and Hearing

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