An Exploratory Study of Emergent Literacy Intervention for Preschool Children with Language Impairments

Autor/inn/en	McNamara, John K.; Vervaeke, Sherri-Leigh; Lankveld, Jackie Van
Titel	An Exploratory Study of Emergent Literacy Intervention for Preschool Children with Language Impairments
Quelle	In: Exceptionality Education International, 18 (2008) 1, S.9-32 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Intervention; Language Impairments; Preschool Children; Emergent Literacy; Comparative Analysis; Phonological Awareness; Reading Achievement; Foreign Countries; Multivariate Analysis; Program Effectiveness; Canada + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Leseleistung; Ausland; Multivariate Analyse; Kanada
Abstract	This exploratory study measured the efficacy of an emergent literacy intervention program designed to support preschool children who have been identified as having specific language impairments. Specifically, the study compares two intervention approaches--an experimental emergent literacy intervention and a traditional intervention based on traditional models of language therapy. It was hypothesized that the explicit emergent literacy approach would result in significant gains in phonological and print awareness skills relative to a less structured traditional intervention approach. Results indicated that children in the emergent literacy intervention experienced greater gains in pre-literacy measures. The results hold important implications for service delivery models aimed at supporting preschool children with language impairments. (Contains 2 tables and 4 figures.) (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10