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American Journal of Speech-Language Pathology Vol.12 320-332 August 2003. doi:10.1044/1058-0360(2003/078)
© American Speech-Language-Hearing Association
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Emergent Literacy Intervention for Vulnerable Preschoolers

Relative Effects of Two Approaches

Laura M. Justice 1
Sy-Miin Chow 1
Cara Capellini 1
Kevin Flanigan 1

Sarah Colton 1
1 University of Virginia, Charlottesville

lmj2t{at}virginia.edu

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.

Key Words: emergent literacy, language disorders in children, intervention, at-risk, preschool

Submitted on June 10, 2002
Accepted on December 17, 2002


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