Skip to main content

Advertisement

SpringerLink
Log in

Early Intervention for Emergent Literacy Development in a Collaborative Community Pre-Kindergarten

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

The purpose of this study was to describe the characteristics and findings of an early literacy intervention program implemented to facilitate the development of critical emergent literacy skills among children identified as low-income and at-risk in the context of collaborative, pre-kindergarten/Head Start classrooms. Using data from a sample of pre-Kindergartners (n = 154), the intervention reveals the effectiveness of early literacy intervention in the areas of vocabulary, phonological awareness, and print knowledge. The study suggests the possibility of preventing literacy delays and referrals for specialized, special education services for young children through early intervention at the preschool level.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Bailet, L. L., Repper, K., Murphy, S., Piasta, S., & Zettler-Greeley, C. (2009). Emergent literacy intervention for pre-kindergartners at risk for reading failure: Years 2 and 3 of a multiyear study. Journal of Learning Disabilities, 20, 1–21.

    Google Scholar 

  • Barnett, D. W., VanDerHeyden, A. M., & Witt, J. C. (2007). Achieving science-based practice through response to intervention: What it might look like in preschools. Journal of Educational & Psychological Consultation, 17, 31–54.

    Article  Google Scholar 

  • Bierman, K. L., Nix, R. L., Greenberg, M. T., Blaire, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20, 821–843.

    Article  Google Scholar 

  • Cabell, S. Q., Justice, L. M., Zucker, T. A., & Kilday, C. R. (2009). Validity of teacher report for assessing the emergent literacy skills of at-risk preschoolers. Language, Speech and Hearing Services in Schools, 40, 161–173.

    Article  Google Scholar 

  • Callaghan, G., & Madelaine, A. (2012). Leveling the playing field for kindergarten entry: Research implications for preschool early literacy instruction. Australasian Journal of Early Childhood, 37, 13–23.

    Google Scholar 

  • Chatterji, M. (2006). Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the early childhood longitudinal study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98, 489–507.

    Article  Google Scholar 

  • Early Childhood Research Institute on Measuring Growth and Development. (1998). Research and development of individual growth and development indicators for children between birth and age eight (Tech. Rep. No. 4), Minneapolis, MN: Center for Early Education and Development, University of Minnesota.

  • Greenwood, C. R., Bradfield, T., Kaminski, R., Linas, M., Carta, J. J., & Nylander, D. (2011). The response to intervention (RtI) approach in early childhood. Focus on Exceptional Children, 43, 1–22.

    Google Scholar 

  • Hindson, B., Byrne, B., Fielding-Barnsley, R., Newman, C., Hine, D. W., & Shankweiler, D. (2008). Assessment and early instruction of preschool children at-risk for reading disability. Journal of Educational Psychology, 97, 687–704.

    Article  Google Scholar 

  • Justice, L. M., Chow, S., Capellini, C., Flanigan, K., & Colton, S. (2003). Emergent literacy intervention for vulnerable preschoolers: Relative effects of two approaches. American Journal of Speech-Language Pathology, 12, 320–332.

    Article  Google Scholar 

  • Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17–29.

    Article  Google Scholar 

  • Justice, L. M., & McGinty, A. S. (2012) Read It Again Pre-K!: A preschool curricular supplement to promote language and literacy foundations. Retrieved August 18, 2012 from http://www.myreaditagain.com/.

  • Justice, L. M., McGinty, A. S., Cabell, S. Q., Kilday, C. R., Knighton, K., & Huffman, G. (2010). Language and literacy curriculum supplement for preschoolers who are academically at risk: A feasibility study. Language, Speech, and Hearing Services in the Schools, 41, 161–178.

    Article  Google Scholar 

  • Koutsoftas, A. D., Harmon, M. T., & Gray, S. (2009). The effect of tier 2 intervention for phonemic awareness in a response-to-intervention model in a low-income preschool. Language, Speech and Hearing Services in Schools, 40, 116–130.

    Article  Google Scholar 

  • Lefebvre, P., Trudeau, N., & Sutton, A. (2011). Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschools. Journal of Early Childhood Literacy, 11, 453–478.

    Article  Google Scholar 

  • Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samuel, C. S. (1999). Effects of two shared-reading interventions on emergent literacy skills at at-risk preschoolers. Journal of Early Intervention, 22, 306–322.

    Article  Google Scholar 

  • Lonigan, C. J., Wagner, R. K., & Torgesen, J. K. (2007). Test of preschool early literacy examiner’s manual. Austin, TX: Pro-Ed Inc.

    Google Scholar 

  • Missall, K. N., Mcconnell, S. R., & Cadigan, K. (2006). Early literacy development: Skill growth and relations between classroom variables for preschool children. Journal of Early Intervention, 29, 1–21.

    Article  Google Scholar 

  • National Early Literacy Panel (NELD). (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

    Google Scholar 

  • Powell, D. R., & Diamond, K. E. (2012). Promoting Early Literacy and Language Development. In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.), Handbook of early childhood education (3rd ed., pp. 194–216). New York, NY: Guilford Press.

    Google Scholar 

  • Roth, F. P., Troia, G. A., Worthington, C. K., & Dow, K. A. (2002). Promoting awareness of sounds in speech: An initial report of an early intervention program for children with speech and language impairments. Applied Psycholinguistics, 23, 535–565.

    Article  Google Scholar 

  • Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

    Google Scholar 

  • Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947.

    Article  Google Scholar 

  • Vadasy, P. F., Sander, E. A., & Peyton, J. A. (2006). Code-oriented instruction for kindergarten students at-risk for reading difficulties: A randomized field trial with paraeducator implementers. Journal of Educational Psychology, 98, 508–528.

    Article  Google Scholar 

  • VanDerHeyden, A. M., Snyder, P. A., Broussard, C., & Ramsdell, K. (2007). Measuring response to early literacy intervention with preschoolers at risk. Topics in Early Childhood Special Education, 27, 232–249.

    Article  Google Scholar 

  • Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848–872.

    Google Scholar 

  • Yurick, A., Cartledge, G., Kourea, L., & Keyes, S. (2012). Reducing reading failure for kindergarten urban students: A study of early literacy instruction, treatment quality, and treatment duration. Remedial and Special Education, 33, 89–102.

    Article  Google Scholar 

  • Ziolkowski, R. A., & Goldstein, H. (2008). Effects of an embedded phonological awareness intervention during repeated book reading on preschool children with language delays. Journal of Early Intervention, 31, 67–90.

    Article  Google Scholar 

  • Zucker, T. A., Justice, L. M., & Piasta, S. B. (2009). Prekindergarten teachers’ verbal references to print during classroom-based, large-group shared reading. Language, Speech and Hearing Services in Schools, 40, 376–392.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Cameron University, 2800 West Gore Blvd, 1078i NB, Lawton, OK, 73505, USA

    Dana D. Hilbert

  2. Spring Independent School District, 5926 Vinland Shores Ct., Spring, TX, 77379, USA

    Sarah D. Eis

Authors
  1. Dana D. Hilbert
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sarah D. Eis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Dana D. Hilbert.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary material 1 (DOC 196 kb)

Rights and permissions

Reprints and permissions

About this article

Cite this article

Hilbert, D.D., Eis, S.D. Early Intervention for Emergent Literacy Development in a Collaborative Community Pre-Kindergarten. Early Childhood Educ J 42, 105–113 (2014). https://doi.org/10.1007/s10643-013-0588-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-013-0588-3

Keywords

Search

Navigation