title: Targets, techniques, and treatment contexts in emergent literacy intervention.
abstract: This article provides an overview of three important considerations when delivering evidence-based emergent literacy interventions: (1) treatment targets, (2) treatment techniques, and (3) treatment contexts. Treatment targets refer to the specific aspects of emergent literacy that clinicians address within their interventions and are organized into two broad areas: code-related skills and meaning-related skills. Specific targets within each skill area are identified. Treatment techniques refer to the specific clinical approaches used to address these targets. Using the scaffolding metaphor, we differentiate between use of high-support and low-support techniques for moving children along a continuum from dependence to independence. Treatment contexts refer to the location in which intervention is provided; prevalent contexts for provision of emergent literacy intervention include classroom-based, pull-out, and home-based (parent-implemented) interventions.
authors.affiliation: Preschool Language & Literacy Lab, Curry School of Education, University of Virginia, Charlottesville, VA 22904-4873, USA. ljustice@virginia.edu
authors.forename: Laura M
authors.initials: LM
authors.lastname: Justice
authors.forename: Amy E
authors.initials: AE
authors.lastname: Sofka
authors.forename: Anita
authors.initials: A
authors.lastname: McGinty
mesh_terms: D001364:Awareness; D002648:Child; D003071:Cognition; D004522:Educational Status; D006801:Humans; D007806:Language Disorders / Q000628:therapy*; D007808:Language Therapy / Q000379:methods*; D010700:Phonetics; D014825:Vocabulary