Developing emergent literacy skills through storybook reading

被引：14

作者：

Allor, JH

McCathren, RB

机构：

[1] Louisiana State Univ, Dept Curriculum & Instruct, Baton Rouge, LA 70803 USA

[2] Univ Missouri, Dept Early Childhood & Elementary Educ, Special Educ Program, Columbia, MO USA

来源：

INTERVENTION IN SCHOOL AND CLINIC | 2003年 / 39卷 / 02期

关键词：

D O I：

10.1177/10534512030390020201

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This article describes strategies for using storybooks to facilitate emergent literacy. First, we provide critical background information about three areas of emergent literacy: oral language (vocabulary and narrative development), phonological awareness, and print awareness. Then we describe how teachers can facilitate the development of these three areas through purposeful, yet playful and developmentally appropriate, storybook reading activities.

引用

页码：72 / 79

页数：8

共 44 条

[1]

Adams M.J., 1990, Beginning to Read

[2]

ADAMS MJ, 1998, PHONEMIC AWARENESS Y

[3]

[Anonymous], 1989, Early Education and Development

[4]

[Anonymous], JOLLY POSTMAN OTHER