Embedded-Explicit Emergent Literacy Intervention I Background and Description of Approach Research Article
Research Article  |   July 01, 2004
Embedded-Explicit Emergent Literacy Intervention I
 
Author Affiliations & Notes
  • Laura M. Justice
    University of Virginia, Charlottesville
  • Joan N. Kaderavek
    University of Toledo, OH
  • Contact author: Laura Justice, 242 Ruffner Hall, Curry School of Education, University of Virginia, Charlottesville, VA, 22904.
    Contact author: Laura Justice, 242 Ruffner Hall, Curry School of Education, University of Virginia, Charlottesville, VA, 22904.×
  • Corresponding author: e-mail: lmj2t@virginia.edu
Article Information
Development / School-Based Settings / Normal Language Processing / Research Articles
Research Article   |   July 01, 2004
Embedded-Explicit Emergent Literacy Intervention I
Language, Speech, and Hearing Services in Schools, July 2004, Vol. 35, 201-211. doi:10.1044/0161-1461(2004/020)
History: Received February 10, 2003 , Accepted July 25, 2003
 
Language, Speech, and Hearing Services in Schools, July 2004, Vol. 35, 201-211. doi:10.1044/0161-1461(2004/020)
History: Received February 10, 2003; Accepted July 25, 2003
Web of Science® Times Cited: 55

This article, the first of a two-part series, provides background information and a general description of an emergent literacy intervention model for at-risk preschoolers and kindergartners. The embedded-explicit intervention model emphasizes the dual importance of providing young children with socially embedded opportunities for meaningful, naturalistic literacy experiences throughout the day, in addition to regular structured therapeutic interactions that explicitly target critical emergent literacy goals. The role of the speech-language pathologist (SLP) in the embedded-explicit model encompasses both indirect and direct service delivery: The SLP consults and collaborates with teachers and parents to ensure the highest quality and quantity of socially embedded literacy-focused experiences and serves as a direct provider of explicit interventions using structured curricula and/or lesson plans. The goal of this integrated model is to provide comprehensive emergent literacy interventions across a spectrum of early literacy skills to ensure the successful transition of at-risk children from prereaders to readers.

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