Relevant bibliographies by topics / Emergent literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emergent literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Emergent literacy"

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Björk, O., and J. W. Folkeryd. "Emergent literary literacy." L1 Educational Studies in Language and Literature 21, Running Issue, Running issue (2021): 1–25. http://dx.doi.org/10.17239/l1esll-2021.21.01.03.

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van Kleeck, Anne. "Emergent literacy." Topics in Language Disorders 10, no. 2 (1990): 25–45. http://dx.doi.org/10.1097/00011363-199003000-00004.

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Manolitsis, George. "Ο αναδυόμενος γραμματισμός στην προσχολική εκπαίδευση: Νέα ζητήματα και εκπαιδευτικές προτάσεις". Preschool and Primary Education 4, № 1 (2016): 3. http://dx.doi.org/10.12681/ppej.9970.

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The present study aims to describe a theoretical perspective of emergent literacy, based on a detailed literature review of previous theoretical models, and on contemporary research findings on the structure of emergent literacy. A triangular model is suggested to explain the construct of emergent literacy. A prominent role is given to the continuous interaction of various contextual experiences with the components of emergent literacy. The construct of emergent literacy consists of three major components which are considered critical for literacy acquisition. These major components are the kn
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Veryeri Alaca, Ilgım. "Honing emergent literacy via food." Libri et liberi 8, no. 2 (2019): 343–57. http://dx.doi.org/10.21066/carcl.libri.8.2.6.

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This study explores the honing of children’s emerging literacy skills through the use of food that is inspired by children’s books. Besides digital and printed books, edible texts have the potential to aid language acquisition and literary appreciation. When edible materials and children’s books are synthesised into a new form to facilitate edible readings, the combination may inspire more families to engage in everyday literacy activities with their children. Using historical examples of edible reading that support emergent literacy, this work investigates how children have fed on edible mate
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McLachlan-Smith, Claire J., and Alison St. George. "Emergent Literacy in Kindergartens." Early Childhood Folio 3 (June 1, 1997): 13–18. http://dx.doi.org/10.18296/ecf.0270.

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van der Aalsvoort, Diny. "Assessment in Emergent Literacy." International Journal of Disability, Development and Education 57, no. 1 (2010): 121–22. http://dx.doi.org/10.1080/10349120903538085.

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Salazar-Reyes, Liliana, and Lizbeth Obdulia Vega-Pérez. "Relationship between Literacy Experiences and Emergent Literacy Skills." Educación y Educadores 16, no. 2 (2013): 311–25. http://dx.doi.org/10.5294/edu.2013.16.2.7.

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Van Heerden, Cherié, and Alta Kritzinger. "Parental Perceptions and Practices of Emergent Literacy Development in Young Children with Down Syndrome: The Development of Intervention Guidelines." South African Journal of Communication Disorders 55, no. 1 (2008): 37–48. http://dx.doi.org/10.4102/sajcd.v55i1.768.

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Key findings of emergent literacy research conclude that emergent literacy experiences correlate with later reading success and that emergent literacy intervention for children with special needs is essential. As a group with special needs, children with Down syndrome require emergent literacy intervention. They may attain functional literacy skills and their language development determines their reading ability. Speech-language therapists have an important role to play in emergent literacy programme development in South Africa. As a first step towards programme development and emergent litera
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Vrinda, R., and Suja Kurian Kunnath. "A Pilot Study to Evaluate the Effectiveness of Parent mediated Group Intervention Program for Developmental Language Disorders." Clinical Archives of Communication Disorders 8, no. 2 (2023): 47–56. http://dx.doi.org/10.21849/cacd.2021.00486.

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Purpose: This paper attempts to explore the significance of parent-mediated group intervention for children with developmental language disorder. The implementation of group intervention programs with the active involvement of parents creates opportunities for peer interaction in realistic settings and parents becoming more invested in the intervention process through direct observation and active participation.Methods: Eight parent child dyads participated in the group intervention. The participants were native Malayalam speakers in the age range of 3-4 years. 25 sessions were provided with i
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Girard, Lisa-Christine, Luigi Girolametto, Elaine Weitzman, and Janice Greenberg. "Educators' Literacy Practices in Two Emergent Literacy Contexts." Journal of Research in Childhood Education 27, no. 1 (2013): 46–60. http://dx.doi.org/10.1080/02568543.2012.739591.

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Dissertations / Theses on the topic "Emergent literacy"

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Cassel, Robyn Valerie. "Home Literacy Factors Affecting Emergent Literacy Skills." NSUWorks, 2011. http://nsuworks.nova.edu/cps_stuetd/17.

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The purpose of this study is to identify factors in the home literacy environment using the Stony Brook Family Reading Survey (SBFRS) in order to understand the extent to which these factors predict phonemic awareness and other basic reading skills, as assessed by selected subtests from the Woodcock-Johnson III (WJ III). The present study used archival data to examine the home literacy habits of a sample of parents and preschool children ages 3-5 years (range in months= 36-67) from a private and a public preschool with a combination of high- and low-income backgrounds and various ethnicities.
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Moran, Renee Rice, Nicole Wilton, Huili Hong, and Edward J. Dwyer. "Enhancing Emergent Literacy Through Bookmaking." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/980.

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Silvestre, Susana Margarida dos Santos. "Partilhar livros com bébés dos 9 meses aos 3 anos: o papel das bibliotecas públicas portuguesas no suporte à literacia emergente." Master's thesis, Universidade de Évora, 2008. http://hdl.handle.net/10174/18207.

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Este estudo tem como objectivo percepcionar o papel das bibliotecas públicas portuguesas na criação de competências de leitura em idade pré-escolar, através da implementação de projectos de literacia emergente e familiar. Recorreu-se ao método de investigação quantitativo para a recolha inicial dos dados, através do envio de um questionário que permitiu traçar o panorama nacional das bibliotecas públicas portuguesas, abertas até ao ano de 2004. Das 86 bibliotecas que responderam ao questionário, apenas 34 dispõem de bebeteca. A investigação incidiu, em profundidade, em cinco bibliotecas públic
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Williams, A. Lynn. "Contexts for facilitating emergent literacy skills." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2019.

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Williams, A. Lynn, and M. Coutinho. "Contexts for Facilitating Emergent Literacy Skills." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2088.

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Swan, Deanne W. "Emerging Paths to Literacy: Modeling Individual and Environmental Contributions to Growth in Children's Emergent Literacy Skills." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/40.

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What is the developmental trajectory of the skills that underlie emergent literacy during the preschool years? Are there individual characteristics which predict whether a child will be at-risk for difficulties in acquiring literacy skills? Does a child’s experience in a high-quality early care and education environment enhance the development of his or her emergent literacy? The present study is an investigation of the individual and environmental factors relevant to children’s emergent literacy skills as they unfold in time. Using a combination of principal components analysis, growth model
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Swan, Deanne W. "Emerging paths to literacy modeling individual and environmental contributions to growth in children's emergent literacy skills /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-11252008-092107/.

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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from file title page. Carolyn F. Furlow, committee chair; Frances McCarty, Ann C. Kruger, Philo Hutcheson, committee members. Description based on contents viewed Nov. 13, 2009. Includes bibliographical references (p. 131-166).
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Vesterinen, Heidi. "Emergent literacy in Japanese : a developmental model." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400454.

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Chang, Angela 1975. "TinkRBooks : tinkerable story elements for emergent literacy." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/69519.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2011.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 92-102).<br>Printed words are an abstract representation of concepts. Today parents teach children how to read by demonstrating how text is related to imagery. I present textual tinkerability, an idea for demonstrating reading by using multisensory gestures to expose and alter the text-graphic relationship within the story. Tinkerability allows readers to physically express word
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Neumann, Michelle Margaret. "Using Environmental Print to Enhance Emergent Literacy." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367226.

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Environmental print in the form of product labels and signs provides children with their earliest print experiences. The present research examined the role of environmental print in early reading and writing development and the ways in which parents and early childhood educators can best utilise it to foster emergent literacy and print motivation. This involved (a) case study and observational methods to document how parents naturally use environmental print in the home and during play to scaffold children’s emergent literacy and print motivation and (b) experimental methods to evaluate the ef
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Books on the topic "Emergent literacy"

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Kümmerling-Meibauer, Bettina, ed. Emergent Literacy. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/swll.13.

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L, Pence Khara, ed. Assessment in emergent literacy. Plural Pub., Inc., 2007.

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H, Teale William, and Sulzby Elizabeth, eds. Emergent literacy: Writing and reading. Ablex Pub. Corp., 1986.

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Q, Cabell Sonia, ed. Emergent literacy: Lessons for success. Plural Pub., 2008.

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1968-, Justice Laura M., ed. Clinical approaches to emergent literacy intervention. Plural Pub., 2006.

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Bloom, Carol Ann. Playing with print: Fostering emergent literacy. Good Year Books, 1997.

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Robinson, Helen Mele. Emergent computer literacy: A developmental perspective. Routledge, 2009.

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Trostle-Brand, Susan Louise. Storytelling in emergent literacy: Fostering multiple intelligences. Delmar/Thomson Learning, 2001.

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F, Lancy David, ed. Children's emergent literacy: From research to practice. Praeger, 1994.

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Pence, Khara L. Assessment in Emergent Literacy (Emergent and Early Literacy). Plural Publishing Inc, 2007.

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Book chapters on the topic "Emergent literacy"

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Ball, Carrie R. "Emergent Literacy." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_982.

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Charman, Tony, Susan Hepburn, Moira Lewis, et al. "Emergent Literacy." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_492.

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Vogler-Elias, Dawn. "Emergent Literacy." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_492.

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Kümmerling-Meibauer, Bettina. "1. Emergent literacy and children’s literature." In Emergent Literacy. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/swll.13.01kum.

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Lancaster, Lesley. "2. The dragon in the cave." In Emergent Literacy. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/swll.13.03lan.

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Werner, Annette. "3. Color perception in infants and young children." In Emergent Literacy. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/swll.13.04wer.

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Deppner, Martin Roman. "4. Parallel receptions of the fundamental." In Emergent Literacy. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/swll.13.05dep.

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Ahrens, Kathleen. "5. Picturebooks." In Emergent Literacy. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/swll.13.07ahr.

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Kümmerling-Meibauer, Bettina, and Jörg Meibauer. "6. Early-concept books." In Emergent Literacy. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/swll.13.08kum.

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Rémi, Cornelia. "7. Reading as playing." In Emergent Literacy. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/swll.13.09rem.

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Conference papers on the topic "Emergent literacy"

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Marques, Cátia, Íris M. Oliveira, Ana Costa, Paulo C. Dias, and António Sorte. "EMERGENT LITERACY IN PRESCHOOL: A PARENTAL SUPPORT EXPERIENCE." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1552.

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Salvador, Liliana, Filipa Maruta, and Ricardo Laranjeira. "EMERGENT LITERACY DEVELOPMENT: EVALUATING A SOCIO-CONSTRUCTIVIST PROGRAM IN PRESCHOOL EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1665.

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Gomes, Sara, Helena Trigo, and Íris M. Oliveira. "PROMOTION OF EMERGENT LITERACY IN PRESCHOOL: DESCRIPTION AND EFFICACY OF A PROGRAM." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1099.

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Leriou, Georgia, Filippos Vlachos, and Maria Chalmpe. "INVESTIGATING THE RELATIONSHIP BETWEEN GRAPHO-MOTOR SKILLS AND EMERGENT LITERACY IN PRESCHOOL CHILDREN." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0887.

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Albuquerque, Ana, and Margarida Alves Martins. "THINKING TOGETHER IN KINDERGARTEN: THE ROLE OF ADULT SCAFFOLDING AND PEER INTERACTION FOR EMERGENT LITERACY DEVELOPMENT." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1464.

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Bandalo, Visnja. "ECDOTIC APPROACH TO INTERDISCIPLINARY ANNOTATED EDITIONS IN THE CONTEMPORARY ITALIAN PANORAMA." In 11th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscah.2024/vs10.22.

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The presentation aims to focus from an ecdotic perspective, and from unexplored hermeneutic angles, on potentially prominent features of the annotated editions in which are brought together those genologically varied literary-type writings that are correlated with the analogous artistic fields, such as the visual arts, architecture or music, starting from relevant concrete examples in the Italian cultural landscape. Furthermore, attention will be drawn to how to make an edition of a philological character, scientifically grounded, in which a literary transposition of the philosophical content
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Farkas, Imre, Attila Kovari, and Mónika Rajcsanyi-Molnar. "The Emergence of Artificial Intelligence in Education and its Impact on Individual Literacy in Higher Education." In 2024 IEEE 7th International Conference and Workshop Óbuda on Electrical and Power Engineering (CANDO-EPE). IEEE, 2024. https://doi.org/10.1109/cando-epe65072.2024.10772819.

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Septiani, Nurul, and Ernawulan Syaodih. "Emergent Literacy in Early Childhood." In 5th International Conference on Early Childhood Education (ICECE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.012.

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Setyowati, Atik, and Wuri Wuryandari. "Preschool children’ Emergent Literacy Skill and Home Literacy Program." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.38.

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Abraham, Stephanie. "Paradigmatic Fronteras: Sticky Tack, Emergent Bilinguals, and the Emergence of Literacy." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1571930.

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Reports on the topic "Emergent literacy"

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Ruiz, Pati, Kelly Mills, Keun-woo Lee, et al. AI Literacy: A Framework to Understand, Evaluate, and Use Emerging Technology. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/218.

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To enable all who participate in educational settings to leverage AI tools for powerful learning, this paper describes a framework and strategies for educational leaders to design and implement a clear approach to AI Literacy for their specific audiences (e.g. learners, teachers, or others) that are safe and effective. The first part of the paper describes a framework that identifies essential components of AI Literacy and connects them to existing initiatives. The second part of the paper identifies strategies and illustrative examples as guidance for educational leaders to integrate AI Liter
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Ray, Saon, Peter Morgan, and Vasundhara Thakur. Digital Financial Inclusion and Literacy from a G20 Perspective. Asian Development Bank Institute, 2022. http://dx.doi.org/10.56506/uxoq1249.

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Digital financial inclusion refers to “deployment of the cost-saving digital means to reach currently financially excluded and underserved populations with a range of formal financial services suited to their needs that are responsibly delivered at a cost affordable to customers and sustainable for providers” (World Bank 2014). In this policy brief, we discuss digital finance and literacy from the perspective of G20 countries. The layout of the policy brief is as follows: in Section 2 we discuss digital financial inclusion and literacy from the lens of income inequality, gender gap, and digita
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Lavadenz, Magaly, Elvira G. Armas, and Linda R. G. Kaminski. Brief Insights, March 2025: Expanding Educational Opportunity: Highlights from a Multilingual/English Learner-Focused Research, Practice, Policy Partnership. Center for Equity for English Learners, 2025. https://doi.org/10.15365/ceel.policy.17.

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The Center for Equity for English Learners (CEEL) at Loyola Marymount University collaborated with Camino Nuevo Charter Academy (CNCA) in a Research, Practice, Policy Partnership to investigate problems of practice and enhance literacy leaders’ focus on supporting classroom teachers to meet the needs of multilingual/English learners (ML/EL). The research question for this study focused on literacy leaders’ perceptions about how the revised Planning-Observation-Debrief (POD) cycle tools support teachers’ focus on scaffolding ML/ELs’ access to reading and writing complex text. Emerging findings
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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, 2023. http://dx.doi.org/10.26817/paper.21.

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This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was
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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and s
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Wasanasomsithi, Punchalee. A case study of Thai ESL learners' language and literacy learning in an authentic situation : opening a bank account. Chulalongkorn University, 2003. https://doi.org/10.58837/chula.res.2003.86.

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Learning is a life-long activity. Whether we are in school or not, we are always learning something for some purpose. In fact, society is a large classroom full of rich resources, which allows us to experience, explore, and experiemnt how second language andn literacy are learned in an authentic situation. The subjects consisted of ten Thai students who were studying English asd a second language and who were enrolled in a graduate program at Indiana University, Bloomington, Indiana, U.S.A. The chosen topic was opening a bank account, one of the shared experiences all foreign students have to
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Desk, Front. Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5458.

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The Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia addresses the imperative of adapting to 21st-century education demands. Amidst the rise of technology-driven learning environments, this framework emerges as a response to evolving pedagogical landscapes. Acknowledging ICT's transformative potential in education, Zambia's Ministry of General Education seeks innovation through technology-enabled learning. Yet, teacher competencies in this realm remain uneven. The Teaching Council of Zambia intervenes to uplift teachers' continuous professional development thro
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Sun, He. Animated electronic storybook and children's Mother Tongue development: Tracing the process and the outcome with eye-tracking. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22664.

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Storybook reading to children is considered an efficient way to provide a meaningful context for exposure to unfamiliar words and grammar (Weizman &amp; Snow, 2001). Nonetheless, children with limited language knowledge (e.g., child MTL learners in Singapore) may benefit less from the reading activities, due to the gap between their skills and those required for processing the narration. They often fail to derive the meaning of unknown words/grammar from the verbal context and consequently have trouble figuring out the story plots (Verhallen &amp; Bus, 2010). Children’s electronic storybook (e
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Quak, Evert-jan. Lessons Learned from Community-based Management of Acute Malnutrition (CMAM) Programmes that Operate in Fragile or Conflict Affected Settings. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.133.

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This rapid review synthesises the literature on how community-based management of acute malnutrition (CMAM) programmes could be adapted in settings of conflict and fragility. It identifies multiple factors affecting the quality and effectiveness of CMAM services including the health system, community engagement and linkages with other programmes, including education, sanitation, and early childhood development. Family MUAC (Mid-Upper Arm Circumference) is a useful tool to increase community participation and detect early cases of moderate acute malnutrition (MAM) and severe acute malnutrition
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Finch, John, and Chuks Otioma. Consumers as Innovators and the UK Financial Conduct Authority’s Consumer Duty. University of Glasgow and University of Strathclyde, 2025. https://doi.org/10.36399/gla.pubs.349742.

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We address the scope, purpose, and initial implementation from July 2023 of the UK Financial Conduct Authority’s (FCA) Consumer Duty. As an instance of financial regulation innovation, the Consumer Duty is having a major impact in the financial services sector and has impacted on the organisation of markets for financial services and in the interactions of consumers and providers. The Duty brings to prominence the ways in which the production, marketing and use of financial services products and services are strongly interrelated. It highlights: (1) Consumers’ financial literacy; (2) Providers
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