title: Emergent literacy intervention for vulnerable preschoolers: relative effects of two approaches.
abstract: 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.
authors.affiliation: 242 Ruffner Hall, Curry School of Education, University of Virginia, Charlottesville, VA 22904, USA. lmj2t@virginia.edu
authors.forename: Laura M
authors.initials: LM
authors.lastname: Justice
authors.forename: Sy-Miin
authors.initials: SM
authors.lastname: Chow
authors.forename: Cara
authors.initials: C
authors.lastname: Capellini
authors.forename: Kevin
authors.initials: K
authors.lastname: Flanigan
authors.forename: Sarah
authors.initials: S
authors.lastname: Colton
mesh_terms: D002675:Child, Preschool; D004522:Educational Status; D005260:Female; D006801:Humans; D007804:Language Development; D007807:Language Tests; D008297:Male; D010699:Phonation; D011203:Poverty; D011932:Reading; D012044:Regression Analysis; D012307:Risk Factors; D013068:Speech Production Measurement; D014825:Vocabulary