Emergent Literacy Intervention for Vulnerable Preschoolers Relative Effects of Two Approaches Research Article
Research Article  |   August 01, 2003
Emergent Literacy Intervention for Vulnerable Preschoolers
 
Author Affiliations & Notes
  • Laura M. Justice, PhD
    University of Virginia, Charlottesville
  • Sy-Miin Chow
    University of Virginia, Charlottesville
  • Cara Capellini
    University of Virginia, Charlottesville
  • Kevin Flanigan
    University of Virginia, Charlottesville
  • Sarah Colton
    University of Virginia, Charlottesville
  • Contact author: Laura Justice, PhD, 242 Ruffner Hall, Curry School of Education, University of Virginia, Charlottesville, VA 22904. E-mail: lmj2t@virginia.edu
Article Information
Research Articles
Research Article   |   August 01, 2003
Emergent Literacy Intervention for Vulnerable Preschoolers
American Journal of Speech-Language Pathology, August 2003, Vol. 12, 320-332. doi:10.1044/1058-0360(2003/078)
History: Received June 10, 2002 , Accepted December 17, 2002
 
American Journal of Speech-Language Pathology, August 2003, Vol. 12, 320-332. doi:10.1044/1058-0360(2003/078)
History: Received June 10, 2002; Accepted December 17, 2002
Web of Science® Times Cited: 55

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.

Acknowledgments
Financial support for this project was provided by an Elva Knight Research Grant from the International Reading Association to the first author. Sincere appreciation is due to Nancy Gercke, who played a critical role in the conduct of this project.
Order a Subscription
Pay Per View
Entire American Journal of Speech-Language Pathology content & archive
24-hour access
This Article
24-hour access