The purpose of this study was to describe the
characteristics and findings of an early literacy intervention
program implemented to facilitate the development of
critical emergent literacy skills among children identified
as low-income and at-risk in the context of collaborative,
pre-kindergarten/Head Start classrooms. Using data from a
sample of pre-Kindergartners (n = 154), the intervention
reveals the effectiveness of early literacy intervention in
the areas of vocabulary, phonological awareness, and print
knowledge. The study suggests the possibility of preventing
literacy delays and referrals for specialized, special
education services for young children through early intervention
at the preschool level.

J76

372.21 DAN e

Perpustakaan FITK Pusat

Tersedia

• Early Intervention for Emergent Literacy Development in a Collaborative Community Pre-Kindergarten

Share :