title: Embedded-explicit emergent literacy intervention I: Background and description of approach.
abstract: This article, the first of a two-part series, provides background information and a general description of an emergent literacy intervention model for at-risk preschoolers and kindergartners. The embedded-explicit intervention model emphasizes the dual importance of providing young children with socially embedded opportunities for meaningful, naturalistic literacy experiences throughout the day, in addition to regular structured therapeutic interactions that explicitly target critical emergent literacy goals. The role of the speech-language pathologist (SLP) in the embedded-explicit model encompasses both indirect and direct service delivery: The SLP consults and collaborates with teachers and parents to ensure the highest quality and quantity of socially embedded literacy-focused experiences and serves as a direct provider of explicit interventions using structured curricula and/or lesson plans. The goal of this integrated model is to provide comprehensive emergent literacy interventions across a spectrum of early literacy skills to ensure the successful transition of at-risk children from prereaders to readers.
authors.affiliation: 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: Joan N
authors.initials: JN
authors.lastname: Kaderavek
mesh_terms: D004410:Dyslexia / Q000175:diagnosis / Q000517:prevention & control* / Q000628:therapy; D018479:Early Intervention, Educational / Q000379:methods*; D004522:Educational Status; D006801:Humans; D007804:Language Development; D007807:Language Tests; D017145:Models, Educational; D013066:Speech-Language Pathology / Q000379:methods*; D014705:Verbal Behavior