title: Embedded-explicit emergent literacy intervention II: goal selection and implementation in the early childhood classroom.
abstract: This article, the second in a two-part series, provides guidance to speech-language pathologists (SLPs) for implementing the explicit component of the embedded-explicit emergent literacy intervention model for at-risk preschool and kindergarten children. The explicit component refers to the provision of regular structured therapeutic interactions that intentionally target critical emergent literacy goals. This article describes fundamental principles of explicit literacy instruction, identifies literacy domains targeted as part of explicit literacy instruction, and presents examples of how early childhood classrooms can be organized to implement the embedded-explicit model.
authors.affiliation: University of Toledo, Toledo, OH, USA.
authors.forename: Joan N
authors.initials: JN
authors.lastname: Kaderavek
authors.forename: Laura M
authors.initials: LM
authors.lastname: Justice
mesh_terms: D002675:Child, Preschool; D004410:Dyslexia / Q000175:diagnosis / Q000517:prevention & control* / Q000628:therapy; D018479:Early Intervention, Educational / Q000379:methods*; D004522:Educational Status; D006801:Humans; D007804:Language Development; D017145:Models, Educational; D033262:Narration; D010700:Phonetics; D011932:Reading; D013066:Speech-Language Pathology / Q000379:methods*; D014956:Writing