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Journal articles on the topic 'Emergent literacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Edwards, Claire Maples. "Maternal literacy practices and toddlers’ emergent literacy skills." Journal of Early Childhood Literacy 14, no. 1 (2012): 53–79. http://dx.doi.org/10.1177/1468798412451590.

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12

Zhang, Qilong. "Emergent literacy as sociocultural practice: How well do New Zealand parents fit with Te Whāriki?" Journal of Early Childhood Literacy 17, no. 1 (2016): 69–91. http://dx.doi.org/10.1177/1468798415607939.

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A sociocultural approach to emergent literacy and growing concerns over the de-emphasis on literacy of the New Zealand early childhood education curriculum Te Whāriki call for locally situated emergent literacy programmes co-constructed by teachers, parents and children. While teachers’ approach to emergent literacy takes centre stage in research, little is known about approach of parents and whether and to what extent it is in tune with the national curriculum framework. Adopting deductive qualitative analysis, this study examines beliefs and practice about their child’s emergent literacy of

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13

Wiyani, Novan Ardy, and Zalik Nuryana. "Management of the Emergent Literacy Program for Early Childhood at the Birrul Walidain Learning House." JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 10, no. 1 (2023): 1–12. http://dx.doi.org/10.21831/jppm.v10i1.57038.

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Early literacy is now an essential need in early childhood. Children must have initial reading and writing skills to be ready to enter the elementary school level. This study aimed to describe and analyze four management activities of an emergent literacy program in early childhood. This study is qualitative research classified as phenomenological research. The subjects of this study consisted of the managers, teachers, parents, and students of the Birrul Walidain learning house. This study applied interviews, observation, and documentation to collect the data. Then the data were analyzed usin

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14

Stratton, J. M. "Emergent Literacy: A New Perspective." Journal of Visual Impairment & Blindness 90, no. 3 (1996): 177–83. http://dx.doi.org/10.1177/0145482x9609000305.

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Emergent literacy, a process in which the child constructs concepts about the functions of symbols and print, is based on experiences and meaningful language facilitated by interactions with adults. This article presents a literature-based overview of emergent literacy and explores the fit between emergent literacy and the learning needs of children who are blind or visually impaired.

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15

Cruz, Joana, Maria Mackaaij, Helena Bilimória, and Daniela Gandra. "Family literacy practices and their contribution to emergent literacy skills during the COVID-19 pandemic." Written Language and Literacy 25, no. 2 (2022): 183–203. http://dx.doi.org/10.1075/wll.00066.cru.

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Abstract To develop emergent literacy skills, preschool children need to be supported by adults in a rich and stimulating environment. During the first lockdown due to the SARS-CoV2 virus, there were several social, family, technological, and individual barriers to promote family literacy and emergent literacy. In the present study, we aimed to provide insight on the relationship between family literacy practices and emergent literacy skills among preschool children after the first confinement due to COVID-19 pandemic. This study included 102 participants, which consisted of parents (90.2% mot

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Carroll, Julia M., Andrew J. Holliman, Francesca Weir, and Alison E. Baroody. "Literacy interest, home literacy environment and emergent literacy skills in preschoolers." Journal of Research in Reading 42, no. 1 (2018): 150–61. http://dx.doi.org/10.1111/1467-9817.12255.

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Dębski, Robert, and Agnieszka Rabiej. "Emergent Literacy in Bilingual Children." Socjolingwistyka 35 (2021): 77–87. http://dx.doi.org/10.17651/socjoling.35.5.

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The objective of the article is to (1) explain the role of emergent literacy in the community language in developing literacy in the additional language and biliteracy, and (2) demonstrate the need to develop resources supporting emergent reading skills in community languages in Australia. A critical review of literature in the field of emergent literacy and bilingual language development shows that the interaction between languages in the development of biliteracy is complex, but overall it demonstrates a positive impact of emergent literacy in the community language on the development of lit

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18

Williams, C. "Emergent Literacy of Deaf Children." Journal of Deaf Studies and Deaf Education 9, no. 4 (2004): 352–65. http://dx.doi.org/10.1093/deafed/enh045.

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19

SAINT-LAURENT, LISE, JOCELYNE GIASSON, and CAROLE COUTURE. "Emergent Literacy and Intellectual Disabilities." Journal of Early Intervention 21, no. 3 (1998): 267–81. http://dx.doi.org/10.1177/105381519802100307.

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20

Hisrich, Katy, and Jay Blanchard. "Digital Media and Emergent Literacy." Computers in the Schools 26, no. 4 (2009): 240–55. http://dx.doi.org/10.1080/07380560903360160.

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21

Yampratoom, Ramorn, Nawarat Aroonyadech, Nichara Ruangdaraganon, Rawiwan Roongpraiwan, and Jariya Kositprapa. "Emergent Literacy in Thai Preschoolers." Journal of Developmental & Behavioral Pediatrics 38, no. 6 (2017): 395–400. http://dx.doi.org/10.1097/dbp.0000000000000457.

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22

Freeman, Evelyn B., and J. Amos Hatch. "Emergent Literacy: Reconceptualizing Kindergarten Practice." Childhood Education 66, no. 1 (1989): 21–24. http://dx.doi.org/10.1080/00094056.1989.10522472.

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23

Rohde, Leigh. "The Comprehensive Emergent Literacy Model." SAGE Open 5, no. 1 (2015): 215824401557766. http://dx.doi.org/10.1177/2158244015577664.

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24

Whitehurst, Graver J., and Christopher J. Lonigan. "Child Development and Emergent Literacy." Child Development 69, no. 3 (1998): 848–72. http://dx.doi.org/10.1111/j.1467-8624.1998.tb06247.x.

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25

Weadman, Tessa, Tanya Serry, and Pamela C. Snow. "Australian Early Childhood Teachers’ Training in Language and Literacy: A Nation-Wide Review of Pre-Service Course Content." Australian Journal of Teacher Education 46, no. 2 (2021): 29–56. http://dx.doi.org/10.14221/ajte.2021v46n2.3.

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Early childhood teachers are well-positioned to maximise preschoolers’ development in oral language and emergent literacy; both of which are vital predictors of academic success at school. Research investigating their pre-service training in language and emergent literacy remains limited. This issue is addressed in the present study, with the first nation-wide review of the oral language and emergent literacy course content across all 84 Australian early childhood teacher pre-service courses. Qualitative Content Analysis was employed to gain an overview of language and emergent literacy teachi

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26

Barnhart, June E. "Criterion-Related Validity of Interpretations of Children's Performance on Emergent Literacy Tasks." Journal of Reading Behavior 23, no. 4 (1991): 425–44. http://dx.doi.org/10.1080/10862969109547752.

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Researchers in emergent literacy have described an array of reading and writing behaviors and concepts exhibited by children prior to entry into formal instruction in school. Although these descriptions suggest that children's early literacy behaviors are legitimate aspects of literacy development which ultimately develop into conventional reading and writing, the validity of these assumptions has not been examined. The present paper reports the findings from two studies in which the emergent literacy behaviors of 5-year-olds were described and correlated with scores on a standardized reading

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27

Borges, Érica Prates Krás, Gabriella Koltermann, Carla Alexandra da Silva Moita Minervino, and Jerusa Fumagalli de Salles. "The Role of Emergent Literacy Assessment in Brazilian Portuguese Literacy Acquisition during COVID-19." Behavioral Sciences 13, no. 6 (2023): 510. http://dx.doi.org/10.3390/bs13060510.

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The contributions of emergent literacy skills to reading and writing development have been evidenced in different linguistic contexts. The worsening of the Brazil literacy scenario during the pandemic denoted the importance of a better understanding of these contributions’ specificities in Brazilian Portuguese to support evidence-based mitigation strategies. This study aimed to analyze the associations between emergent literacy components (emergent writing, alphabet knowledge, vocabulary, and phonological awareness) and word/pseudoword reading and spelling performance in first grade students d

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28

Imange, Samuel, and John Simwinga. "Teacher Preparedness to Utilize Emergent Literacy for Teaching Initial Literacy in Selected Schools of Mansa District." Journal of Law and Social Sciences 2, no. 1 (2020): 1–17. http://dx.doi.org/10.53974/unza.jlss.2.1.393.

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Effective teaching of initial literacy in Grade 1 demands more of the teacher’s attention to pupils’ emergent literacy skills and consideration of how they learn. The emergent literacy skills children acquire lay a firm foundation for their learning to read and write in the conventional sense. Some of the skills that children develop under emergent literacy include phonological awareness and phonological sensitivity, which give children the ability to hear, recognize, manipulate and distinguish the sounds of the language they have acquired. These are key lan

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29

Willenberg, Ingrid. "Foundations for Literacy: Emergent Literacy Competencies of Grade R Learners on the Cape Flats." South African Journal of Communication Disorders 54, no. 1 (2007): 20–28. http://dx.doi.org/10.4102/sajcd.v54i1.751.

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International research has demonstrated that a considerable amount of children’s literacy development occurs prior to formal schooling and that emergent literacy skills at school entry are strong predictors of later literacy and general academic achievement. These findings have prompted vigorous early intervention programmes aimed at promoting emergent literacy development to optimise the development of conventional literacy. While there is considerable research conducted in developed countries, there is limited research on the emergent literacy skills of children in South African contexts. In

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30

Kaderavek, Joan N., and Laura M. Justice. "Embedded-Explicit Emergent Literacy Intervention II." Language, Speech, and Hearing Services in Schools 35, no. 3 (2004): 212–28. http://dx.doi.org/10.1044/0161-1461(2004/021).

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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 ear

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Justice, Laura M., Sy-Miin Chow, Cara Capellini, Kevin Flanigan, and Sarah Colton. "Emergent Literacy Intervention for Vulnerable Preschoolers." American Journal of Speech-Language Pathology 12, no. 3 (2003): 320–32. http://dx.doi.org/10.1044/1058-0360(2003/078).

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This study determined the relative efficacy of an experimental explicit emergent literacy intervention program for preschoolers experiencing multiple risk factors. Using an alternating treatment research design, children completed two 6-week waves of intervention in small groups; one wave featured the experimental explicit intervention program, whereas the other featured a comparison program. Emergent literacy assessment was conducted at pretest and at the end of each wave. Results indicated significant widespread gains in emergent literacy knowledge over the entire 12-week intervention progra

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32

Reynolds, Gabriella, and Krystal L. Werfel. "Home Literacy Environment and Emergent Skills in Preschool Children With Hearing Loss." Journal of Deaf Studies and Deaf Education 25, no. 1 (2019): 68–79. http://dx.doi.org/10.1093/deafed/enz025.

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AbstractHome literacy practices reported by parents of preschool children with hearing loss were compared to those reported by parents of their peers with typical hearing. Parents completed a questionnaire from Boudreau, D. (2005. Use of a parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing Services in Schools, 36, 33–47. doi:10.1044/0161-1461(2005/004)) assessing home literacy practices across areas such as parent facilitation of literacy and time spent reading per week. As part of a larger study, children completed language and

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Justice, Laura M., and Joan N. Kaderavek. "Embedded-Explicit Emergent Literacy Intervention I." Language, Speech, and Hearing Services in Schools 35, no. 3 (2004): 201–11. http://dx.doi.org/10.1044/0161-1461(2004/020).

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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 enco

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34

Kwak, Subeom. "A Review of the Concept of Emergent Literacy from a Historical Perspective: Marie M. Clay's theoretical perspective." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 21 (2024): 1007–27. http://dx.doi.org/10.22251/jlcci.2024.24.21.1007.

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Objectives This study aims to examine the concepts and issues related to the stage before early literacy, referred to as emergent literacy. Methods To this end, the concept of emergent literacy was analyzed from a historical perspective, with a focus on the theories of Marie M. Clay. Results The emergent literacy of learners from birth through nursery and kindergarten is of great scholarly interest, because it underpins the development of reading and writing skills and shapes attitudes toward these skills as children progress into elementary school. Conclusions An in-depth understanding of eme

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35

Ramirez, Paola Dominguez, Carolina Fernandez Chavez, Barbara Valenzuela, and Veronica Railen. "Quality of the preschool educational environment and its relationship to emergent literacy skills." International Journal of Education and Practice 13, no. 1 (2025): 345–60. https://doi.org/10.18488/61.v13i1.4061.

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The objective of this study is to relate the quality of the educational establishment’s literary environment to the development of the emerging literacy skills of children attending preschool education in the Province of Concepción, Chile. An observational, quantitative, and correlational study was proposed that considered a sample of 38 pre-kindergarten classrooms, their preschool teachers, and 295 children. Educational orientations, processes and structural quality were all measured. Additionally, the children’s literacy skills were assessed at the beginning and end of the year. For data ana

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36

Rowe, Deborah Wells. "Research Directions: Directions for Studying Early Literacy as Social Practice." Language Arts 88, no. 2 (2010): 134–43. http://dx.doi.org/10.58680/la201012415.

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In this essay, the author addresses the current status of emergent literacy research. First, she sets the stage by briefly exploring the important questions and continuing contributions of the emergent literacy perspective. Next, she examines some inherent theoretical tensions especially how emergent literacy’s research questions have bounded and constrained what is currently know about preschool literacy. Finally, she turns her attention toward new questions and new opportunities for understanding that flow from re-theorizing early literacy learning as social practice. Using data from her own

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37

Manoharan, Arya, Jubil Jose, and Sneha Saji. "Teaching Alphabet Recognition and Letter Sound Correspondence Using a 4 Blocks of Literacy Model for Children with Complex Communication Needs (CCN): Illustrated with a Single Case Study." International Journal of Health Sciences and Research 12, no. 1 (2022): 99–104. http://dx.doi.org/10.52403/ijhsr.20220114.

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There are numerous hurdles to literacy acquisition for students with severe and multiple disabilities, such as intellectual disability, complex communication needs including physical disability and autism. However, there is substantial body of research that suggests that these children can gain literacy skills, develop communication and language with effective literacy education, and with the support of assistive and augmentative alternative communication systems. The study describes an ongoing intervention for teaching alphabet recognition and letter-sound correspondence using the 4 blocks of

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38

Hammer, Carol Scheffner. "Assessing Latino Children's Emergent Literacy Abilities." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 11, no. 2 (2004): 14–19. http://dx.doi.org/10.1044/cds11.2.14.

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39

Saint-Laurent, Lise, Jocelyne Giasson, and Carole Couture. "Parents + Children + Reading Activities = Emergent Literacy." TEACHING Exceptional Children 30, no. 2 (1997): 52–56. http://dx.doi.org/10.1177/004005999703000210.

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40

van der Aalsvoort, G. M. "Clinical Approaches To Emergent Literacy Intervention." International Journal of Disability, Development and Education 56, no. 4 (2009): 433–34. http://dx.doi.org/10.1080/10349120903306814.

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41

Pinto, Giuliana, Lucia Bigozzi, Beatrice Accorti Gamannossi, and Claudio Vezzani. "Emergent Literacy and Early Writing Skills." Journal of Genetic Psychology 173, no. 3 (2012): 330–54. http://dx.doi.org/10.1080/00221325.2011.609848.

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42

Drezek, Wendy. "Emergent Braille Literacy withMove, Touch, Read." Journal of Visual Impairment & Blindness 93, no. 2 (1999): 104–7. http://dx.doi.org/10.1177/0145482x9909300205.

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43

Makin, Laurie. "Emergent Literacy in the Preschool Years." Australasian Journal of Early Childhood 23, no. 4 (1998): 1–5. http://dx.doi.org/10.1177/183693919802300402.

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44

Deunk, Marjolein. "Emergent Literacy In Everyday Preschool Interactions." Toegepaste Taalwetenschap in Artikelen 77 (January 1, 2007): 103–12. http://dx.doi.org/10.1075/ttwia.77.10deu.

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Young children can build up a range of knowledge and ideas about literacy because it is used in their environment. This paper examines how literacy is part of natural, everyday interactions in preschool. The focus is on mundane classroom interactions about components of literacy in activities that are not primarily meant to stimulate literacy. A variety of different ideas, knowledge and practices about writing and text can come up in (art) activities in preschool. The type of knowledge in these interactions can range from the use and function of writing to writing as a technical activity. The

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45

Neumann, Michelle M., and David L. Neumann. "Touch Screen Tablets and Emergent Literacy." Early Childhood Education Journal 42, no. 4 (2013): 231–39. http://dx.doi.org/10.1007/s10643-013-0608-3.

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46

Hodges, Carol Ann. "Instruction and Assessment of Emergent Literacy." Educational Policy 3, no. 4 (1989): 355–69. http://dx.doi.org/10.1177/0895904889003004004.

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47

Melanie Schuele, C., Joanne Erwick Roberts, Jill Fitzgerald, and Patti Lucas Moore. "Assessing emergent literacy in preschool classrooms." Day Care & Early Education 21, no. 2 (1993): 13–21. http://dx.doi.org/10.1007/bf02361384.

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48

Saracho, Olivia N. "Helping families develop emergent literacy strategies." International Journal of Early Childhood 31, no. 2 (1999): 25–36. http://dx.doi.org/10.1007/bf03166894.

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49

Pfost, Maximilian, and Jana G. Freund. "Interactive Audio Pens, Home Literacy Activities and Emergent Literacy Skills." Jugendweihe & Co. – Übergangsrituale im Jugendalter 13, no. 3-2018 (2018): 337–49. http://dx.doi.org/10.3224/diskurs.v13i3.06.

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Interactive audio pens – pens that contain a built-in speaker and that can be used in combination with books that are made for this purpose – are new, commercially available technological developments that have found widespread dissemination. In the current paper, we studied the availability and use of these interactive audio pens and their associations with home literacy activities and children’s emergent literacy skills in a sample of 103 German preschool children. We found that the availability of interactive audio pens at home showed small positive relations to children’s verbal short-term

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50

Hume, Laura E., Darcey M. Allan, and Christopher J. Lonigan. "Links between preschoolers' literacy interest, inattention, and emergent literacy skills." Learning and Individual Differences 47 (April 2016): 88–95. http://dx.doi.org/10.1016/j.lindif.2015.12.006.

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