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This 3 page paper provides a synopsis of a journal article entitled: Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. The three approaches are described. Bibliography lists 1 source.
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3 pages (~225 words per page)
File: MM12_PGlitatc.rtf
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approaches that help children at risk. For instance, articles have promoted the benefits of adult-child storybook reading, play settings for literacy development, and approaches to promote phonological awareness in young
children. The authors explain what emergent literacy is - "the knowledge of and skills in reading and writing that young children obtain prior to achieving conventional literacy" (Justice and
Pullen, 2003, p. 99). These skills include things like understanding the relationship between oral and written language, understanding the form and function of print, and understanding phonological structure. Research has
shown that preschool children lacking emergent literacy skills typically have difficulties when they enter kindergarten. Those who lack these skills seldom catch up, thus, it is essential to assure young
children gain these skills. Three of the approaches to developing emergent literacy are: "adult-child shared storybook reading, literacy-enriched play settings, and teacher-directed structured phonological awareness (PA) curricula" (Justice and Pullen,
2003, p. 99). Empirical research has supported the efficacy and effectiveness of each of these interventions. Adult-child shared storybook reading has been shown to be effective in promoting oral language
and emergent literature in young children. The reason is that "it provides an interactive context that is contextualized, authentic, meaningful, interesting, and motivating to the preschool child" (Justice and Pullen,
2003, p. 99). This type of interaction is dynamic as well as contextualized which promotes the transmission of knowledge from the adult to the child. This intervention is also seen
as being one of the essential ways in which the child gains knowledge about both oral and written language. To enhance the benefits, researchers recommend dialogic reading and print referencing.
Dialogic reading means the adult uses "evocative or interactive behaviors during storybook reading" (Justice and Pullen, 2003, p. 99). For example, adults might ask open-ended questions that require more than
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