Embedded-Explicit Emergent Literacy Intervention II: Goal Selection and Implementation in the Early Childhood Classroom

Autor/inn/en	Kaderavek, Joan N.; Justice, Laura M.
Titel	Embedded-Explicit Emergent Literacy Intervention II: Goal Selection and Implementation in the Early Childhood Classroom
Quelle	In: Language, Speech, and Hearing Services in Schools, 35 (2004) 2, S.212-228 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2004/021)
Schlagwörter	Emergent Literacy; Intervention; Teaching Methods; Early Childhood Education; Preschool Children; Kindergarten; Young Children; High Risk Students + Suchen Sie Ihr Suchwort? Frühleseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Problemschüler
Abstract	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. (Author).
Anmerkungen	American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852. Tel: 301-897-5700, ext. 4164; Fax: 301-897-7348.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10