Enhancing Emerging Literacy in a Language Preschool Preschool children with speech and language impairments (SLI) are at significant risk for later literacy learning difficulties. Current emerging literacy theory dictates the inclusion of reading and writing in preschool programs for children with SLI. Early literacy interactions are directed at developing all modes of communication and providing normalizing experiences ... Research Article
Research Article  |   July 01, 1994
Enhancing Emerging Literacy in a Language Preschool
 
Author Affiliations & Notes
  • Linda R. Watson, EdD
    University of North Carolina, Chapel Hill
  • Thomas L. Layton
    University of North Carolina, Chapel Hill
  • Patsy L. Pierce
    University of North Carolina, Chapel Hill
  • Linzy M. Abraham
    Developmental Evaluation Center, Greenville, NC
  • Contact author: Linda Watson, EdD, Division of Speech and Hearing Sciences, CB #7190 Wing D Medical School, University of North Carolina, Chapel Hill, NC 27599
    Contact author: Linda Watson, EdD, Division of Speech and Hearing Sciences, CB #7190 Wing D Medical School, University of North Carolina, Chapel Hill, NC 27599×
Article Information
Development / School-Based Settings / Normal Language Processing / Language Disorders / Research Articles
Research Article   |   July 01, 1994
Enhancing Emerging Literacy in a Language Preschool
Language, Speech, and Hearing Services in Schools, July 1994, Vol. 25, 136-145. doi:10.1044/0161-1461.2503.136
History: Received February 19, 1993 , Accepted November 16, 1993
 
Language, Speech, and Hearing Services in Schools, July 1994, Vol. 25, 136-145. doi:10.1044/0161-1461.2503.136
History: Received February 19, 1993; Accepted November 16, 1993

Preschool children with speech and language impairments (SLI) are at significant risk for later literacy learning difficulties. Current emerging literacy theory dictates the inclusion of reading and writing in preschool programs for children with SLI. Early literacy interactions are directed at developing all modes of communication and providing normalizing experiences for children with SLI. In addition, these experiences may lessen future academic learning problems. The purpose of this article is to describe a preschool program that fosters emerging speaking, listening, reading, and writing in children with SLI. Strategies used to incorporate literacy-related events and artifacts into the daily classroom schedule are discussed, and sample activities are given.

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