Download PDF
Semin Speech Lang 2001; 22(3): 163-174
DOI: 10.1055/s-2001-16143
Copyright © 2001 by Thieme Medical Publishers, Inc., 333 Seventh Avenue, New York, NY 10001, USA. Tel.: +1(212) 584-4662

Investing in Emergent Literacy Intervention: A Key Role for Speech-Language Pathologists

Froma P. Roth1 , Betsy Baden2
  • 1University of Maryland, College Park, Maryland
  • 2Montgomery County Public Schools, Maryland
Further Information

Publication History

Publication Date:
31 December 2001 (online)

Also available at
    Permissions and Reprints

ABSTRACT

Emergent literacy is a developmental period that is receiving renewed and increased emphasis in the fields of education and speech-language pathology because of its influence on the later literacy development and achievement of students. With their strong background in language, language development, and language disorders, speech-language pathologists (SLPs) can make significant contributions to the acquisition of emergent literacy skills. This article focuses on SLP direct-service roles for students with identified communication impairments and on indirect roles of assisting teachers and others to promote the emergent literacy skills of all students. In addition to the acknowledged importance of general oral language, guidelines, suggestions, and resources are offered to foster emergent literacy skills in five specific areas: (1) early phonological awareness, (2) joint book reading and sense of story, (3) alphabetic letter knowledge, (4) adult modeling of literacy activities, and (5) experience with writing materials.

KEYWORD

Emergent literacy - role of speech-language pathologist - early phonological awareness - joint book reading - alphabetic knowledge - emergent literacy approaches

REFERENCES

  • 1 O'Connor R E. Increasing the intensity of intervention in kindergarten and first grade.  Learn Dis Res & Pract . 2000;  15 43-54
    PubMedGoogle Scholar
  • 2 Torgesen J K. Individual differences in response to early interventions in reading: the lingering problem of treatment resisters.  Learn Dis Res & Pract . 2000;  15 55-64
    PubMedGoogle Scholar
  • 3 Bryant P E, MacLean M, Bradley L. Rhyme, language and children's reading.  Appl Psycholing . 1990;  11 237-252
    PubMedGoogle Scholar
  • 4 MacLean M, Bryant P E, Bradley L. Rhymes, nursery rhymes and reading in early childhood.  Merrill-Palmer Q . 1987;  33 255-282
    PubMedGoogle Scholar
  • 5 Goswami U. Children's use of analogy in learning to read: a developmental study.  J Exp Child Psychol . 1986;  42 73-83
    CrossrefPubMedGoogle Scholar
  • 6 Goswami U. Children's use of analogy to spell.  Br J Dev Psychol . 1988;  6 21-33
    PubMedGoogle Scholar
  • 7 Yopp H K. Developing phonemic awareness in young children.  Reading Teacher . 1992;  45 696-703
    PubMedGoogle Scholar
  • 8 Adams M J, Foorman B R, Lundberg I, Beeler T. Phonemic Awareness in Young Children: A Classroom Curriculum.  Baltimore, MD: Paul H. Brookes; 1998
    Google Scholar
  • 9 Burns S M, Griffin P, Snow C E. Starting Out Right: A Guide to Promoting Children's Reading Success.  Washington, DC: National Academy Press; 1999
    Google Scholar
  • 10 Yopp H K, Yopp R H. Supporting phonemic awareness in the classroom.  Reading Teacher . 2000;  54 130-143
    PubMedGoogle Scholar
  • 11 Lewkowicz N K. Phonemic awareness training: what to teach and how to teach it.  J Ed Psychol . 1980;  72 686-700
    PubMedGoogle Scholar
  • 12 Major E M, Bernhardt B H. Metaphonological skills of children with phonological disorders before and after phonological and metaphonological intervention.  Int J Lang Comm Dis . 1998;  33 413-444
    PubMedGoogle Scholar
  • 13 Robertson C E, Salter W. The Phonological Awareness Profile.  East Moline, IL: LinguiSystems, Inc.; 1995
    Google Scholar
  • 14 Robertson C E, Salter W. The Phonological Awareness Test.  East Moline, IL: LinguiSystems, Inc.; 1997
    Google Scholar
  • 15 Torgesen J K, Bryant B R. Phonological Awareness Training for Reading.  Austin, TX: Pro-Ed; 1994
    Google Scholar
  • 16 Erickson G C, Foster D, Foster K C, Torgesen J K, Packer S. DaisyQuest.  Scotts Valley, CA: Great Wave Software; 1992
    Google Scholar
  • 17 Leseman P M, deJong P F. Home literacy: opportunity, instruction, cooperation and social-emotional quality predicting early reading achievement.  Reading Res Q . 1998;  33 294-318
    PubMedGoogle Scholar
  • 18 Scarborough H S. Early identification of children at risk for reading disabilities. In: Shapiro BK, Accardo PJ, Capute AJ, eds. Specific Reading Disability: A View of the Spectrum Timonium, MD: York Press, Inc. 1998: 75-119
    Google Scholar
  • 19 Westby C. Learning to talk-talking to learn: oral-literate language differences. In: Simon CS, ed. Communication Skills and Classroom Success San Diego, CA: College Hill 1991: 181-218
    Google Scholar
  • 20 Shanahan T, Hogan V. Parent reading style and children's print awareness. In: Niles JA, Harris LA, eds. Searches for Meaning in Reading: Language and Instruction Rochester, NY: National Reading Conference 1983: 212-218
    Google Scholar
  • 21 Thomas K F. Early reading as social interaction.  Lang Arts . 1985;  62 469-475
    PubMedGoogle Scholar
  • 22 Paola T. Pancakes for Breakfast.  New York: Harcourt Brace; 1978
    Google Scholar
  • 23 Mayer M. A, a D og, and a. New York: Dial Press; 1967 . 
    Google Scholar
  • 24 Martin B, Carle E. Polar Bear, Polar Bear, What Do You Hear?. New York: Dial Press; 1991
    Google Scholar
  • 25 Numeroff L. If You Give a Mouse a Cookie.  New York: Harper & Row; 1985
    Google Scholar
  • 26 Munsch R. Paper Bag Princess.  Toronto, CA: Annick Press; 1980
    Google Scholar
  • 27 Senechal M, LeFeure J, Thomas E M, Daley K E. Differential effects of home literacy experiences on the development of oral and written language.  Reading Res Q . 1998;  33 96-116
    PubMedGoogle Scholar
  • 28 Teale W H, Sulzby E. Literacy acquisition in early childhood: the roles of access and mediation in storybook telling. In: Wagner DA, ed. The Future of Literacy in a Changing World New York: Pergamon Press 1987: 111-130
    Google Scholar
  • 29 Ninio A, Bruner J. The achievement and antecedent of labeling.  J Child Lang . 1978;  5 1-14
    PubMedGoogle Scholar
  • 30 Stein N, Glenn C. An analysis of story comprehension in elementary school children. In: Freedle R, ed. New Directions in Discourse Processing Norwood, NJ: Ablex 1979: 53-120
    Google Scholar
  • 31 Applebee A N. The Child's Concept of Story.  Chicago, IL: University of Chicago Press; 1978
    Google Scholar
  • 32 Stein N L. The Development of Storytelling Skills. Paper presented at the 11th Annual Boston University Child Language Conference, Boston, MA; 1986
    Google Scholar
  • 33 McCabe A. Language Games to Play with Your Child.  New York: Plenum Press; 1992
    Google Scholar
  • 34 Gebers J L. Books Are For Talking Too.  Tucson, AR: Communication Skill Builders; 1990
    Google Scholar
  • 35 Ratner N B, Parker B, Gardner P. Joint book reading as a language scaffolding activity for communicatively impaired children.  Semin Speech Lang Pathol . 1993;  14 294-313
    PubMedGoogle Scholar
  • 36 Kaminski R A, Good R H. Toward a technology for assessing basic literacy skills.  School Psychol Rev . 1996;  25 215-227
    PubMedGoogle Scholar
  • 37 Vellutino F R, Scanlon D M, Sipay E R. Cognitive profiles of difficult to remediate and readily remediated poor readers: early intervention as a vehicle for distinguishing between cognitive and experimental deficits as basic courses for specific reading disability.  Ed Psychol . 1996;  88 601-638
    CrossrefPubMedGoogle Scholar
  • 38 Whitehurst G L, Lonigan C J. Child development and emergent literacy.  Child Dev . 1998;  69 848-872
    PubMedGoogle Scholar