Promising interventions for promoting emergent literacy skills: Three evidence-based approaches

被引：124
作者：
Justice, LM [1 ]
Pullen, PC [1 ]
机构：
[1] Univ Virginia, Curry Sch Educ, Charlottesville, VA 22904 USA
来源：
TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION | 2003年 / 23卷 / 03期
关键词：
D O I：
10.1177/02711214030230030101
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
The decade of the 1990s saw a tremendous increase in research studying the value of emergent literacy intervention, particularly for meeting the needs of children Tat risk. Such studies have documented the positive effects of adult-child shared storybook reading, literacy-enriched play settings, and structured phonological awareness curricula for enhancing the emergent literacy skills of young children. This article defines emergent literacy, discusses the meaning of evidence-based practice, and describes three promising evidence-based approaches for emergent literacy intervention.
引用
收藏
页码：99 / 113
页数：15
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