Embedded-Explicit Emergent Literacy Intervention II Goal Selection and Implementation in the Early Childhood Classroom Research Article
Research Article  |   July 01, 2004
Embedded-Explicit Emergent Literacy Intervention II
 
Author Affiliations & Notes
  • Joan N. Kaderavek
    University of Toledo, OH
  • Laura M. 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 / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Research Articles
Research Article   |   July 01, 2004
Embedded-Explicit Emergent Literacy Intervention II
Language, Speech, and Hearing Services in Schools, July 2004, Vol. 35, 212-228. doi:10.1044/0161-1461(2004/021)
History: Received December 19, 2003 , Accepted February 17, 2004
 
Language, Speech, and Hearing Services in Schools, July 2004, Vol. 35, 212-228. doi:10.1044/0161-1461(2004/021)
History: Received December 19, 2003; Accepted February 17, 2004
Web of Science® Times Cited: 18

This article, the second in a two-part series, provides guidance to speech-language pathologists (SLPs) for implementing the explicit component of the embedded-explicit emergent literacy intervention model for at risk preschool and kindergarten children. The explicit component refers to the provision of regular structured therapeutic interactions that intentionally target critical emergent literacy goals. This article describes fundamental principles of explicit literacy instruction, identifies literacy domains targeted as part of explicit literacy instruction, and presents examples of how early childhood classrooms can be organized to implement the embedded-explicit model.

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