Enhancing Emerging Literacy in a Language Preschool

Abstract

Preschool children with speech and language impairments (SLI) are at significant risk for later literacy learning difficulties. Current emerging literacy theory dictates the inclusion of reading and writing in preschool programs for children with SLI. Early literacy interactions are directed at developing all modes of communication and providing normalizing experiences for children with SLI. In addition, these experiences may lessen future academic learning problems. The purpose of this article is to describe a preschool program that fosters emerging speaking, listening, reading, and writing in children with SLI. Strategies used to incorporate literacy-related events and artifacts into the daily classroom schedule are discussed, and sample activities are given.

Emergent Literacy Intervention for Vulnerable Preschoolers

“…Emergent literacy interventions for young at-risk children are generally framed within the theoretical perspective that emergent literacy knowledge is best acquired through frequent, informal, naturalistic, and meaningful interactions with literacy-related artifacts (e.g., books, writing instruments; Watkins & Bunce, 1996;Watson, Layton, Pierce, & Abraham, 1994). Mediated interaction with such artifacts under the guidance of more capable and knowledgeable individuals (e.g., parents, teachers, siblings, friends) is a primary vehicle through which children acquire increasingly sophisticated levels of emergent literacy knowledge (Justice & Ezell, 1999).…”

Pragmatic Language Assessment

“…This particular story centers on preschoolers (boys and girls) participating in an ethnically mixed preschool classroom that includes appropriate elements (see Watson, Layton, Pierce, & Abraham, 1994). The narrative retelling and dictation task is designed to assess several elements of emergent literacy development.…”

Phonological Awareness Instruction: Opinions and Practices of Educators and Speech-Language Pathologists

“…A literate society is one in which reading and writing are important aspects of everyday life. Therefore, we typically think of a literate individual as one who is able to read and write (Watson, Layton, Pierce & Abraham, 1994). However, the term "literate language" has an even broader meaning.…”

“…Not only is reading essential to economic and personal success in the long run, but, in the short term reading helps children expand their vocabularies and improve overall language skills (Catts, 1993;Watson et al, 1994). Research also has shown that children who spend time reading perform better in school than their peers who read less often (Chard & Dickson, 1999, Catts, 1997).…”

“…Two aspects of written language, or print, awareness are especially important in the development of reading. These are print concepts, including environmental print recognition, and alphabet knowledge Watson et al, 1994), both of which have been shown to be predictive of reading achievement and phonological awareness acquisition. It has been suggested that children begin to develop written language, or print, awareness skills at a very early age and continue to develop it throughout their school years (Pullen & Justice).…”