Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Child Language Teaching and Therapy
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Ezell, H. K.
Right arrow Articles by Parsons, D.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Enhancing the emergent literacy skills of pre-schoolers with communication disorders: a pilot investigation

Helen K. Ezell

School of Hearing and Speech Sciences, Ohio University

Laura M. Justice

School of Hearing and Speech Sciences, Ohio University, laura{at}childlanguage.net

Davida Parsons

School of Hearing and Speech Sciences, Ohio University

The purpose of this pilot investigation was to examine the efficacy of a parent-child book-reading programme designed to enhance the early literacy skills of pre-schoolers with communication disorders. Four parents and their children completed a 5-week programme that included group parent training supplemented by individualized guided reading practice sessions for each day. Results indicated that programme participation positively influenced children’s concepts about print and that parents judged the programme to be beneficial to themselves and their children. These findings are discussed in terms of their relevance towards enhancing the early literacy skills of pre-schoolers with communication disorders.

Child Language Teaching and Therapy, Vol. 16, No. 2, 121-140 (2000)
DOI: 10.1177/026565900001600202
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 First LanguageHome page
D. Ravid and V. Geiger
Promoting morphological awareness in Hebrew-speaking grade-schoolers: An intervention study using linguistic humor
First Language, February 1, 2009; 29(1): 81 - 112.
[Abstract] [PDF]

Home page
 LSHSSHome page
L. M. Justice, J. N. Kaderavek, X. Fan, A. Sofka, and A. Hunt
Accelerating Preschoolers' Early Literacy Development Through Classroom-Based Teacher-Child Storybook Reading and Explicit Print Referencing
Lang Speech Hear Serv Sch, January 1, 2009; 40(1): 67 - 85.
[Abstract] [Full Text] [PDF]

Home page
 J Deaf Stud Deaf EducHome page
J. L. DesJardin, S. E. Ambrose, and L. S. Eisenberg
Literacy Skills in Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading
J. Deaf Stud. Deaf Educ., January 1, 2009; 14(1): 22 - 43.
[Abstract] [Full Text] [PDF]

Home page
 LSHSSHome page
S. Lovelace and S. R. Stewart
Increasing Print Awareness in Preschoolers With Language Impairment Using Non-Evocative Print Referencing
Lang Speech Hear Serv Sch, January 1, 2007; 38(1): 16 - 30.
[Abstract] [Full Text] [PDF]

Home page
 LSHSSHome page
D. Aram, T. Most, and H. Mayafit
Contributions of mother-child storybook telling and joint writing to literacy development in kindergartners with hearing loss.
Lang Speech Hear Serv Sch, July 1, 2006; 37(3): 209 - 223.
[Abstract] [Full Text] [PDF]

Home page
 LSHSSHome page
L. M. Justice, R. P. Bowles, and L. E. Skibbe
Measuring preschool attainment of print-concept knowledge: a study of typical and at-risk 3- to 5-year-old children using item response theory.
Lang Speech Hear Serv Sch, July 1, 2006; 37(3): 224 - 235.
[Abstract] [Full Text] [PDF]

Home page
 Child Language Teaching and TherapyHome page
N. Liboiron and G. Soto
Shared storybook reading with a student who uses alternative and augmentative communication: A description of scaffolding practices
Child Language Teaching and Therapy, February 1, 2006; 22(1): 69 - 95.
[Abstract] [PDF]

Home page
 Communication Disorders QuarterlyHome page
L. M. Ard and B. L. Beverly
Preschool Word Learning During Joint Book Reading: Effect of Adult Questions and Comments
Communication Disorders Quarterly, January 1, 2004; 26(1): 17 - 28.
[Abstract] [PDF]

Home page
 Communication Disorders QuarterlyHome page
L. Skibbe, M. Behnke, and L. M. Justice
Parental Scaffolding of Children's Phonological Awareness Skills: Interactions Between Mothers and Their Preschoolers With Language Difficulties
Communication Disorders Quarterly, January 1, 2004; 25(4): 189 - 203.
[Abstract] [PDF]

Home page
 Topics in Early Childhood Special EducationHome page
L. M. Justice and P. C. Pullen
Promising Interventions for Promoting Emergent Literacy Skills: Three Evidence-Based Approaches
Topics in Early Childhood Special Education, January 1, 2003; 23(3): 99 - 113.
[Abstract] [PDF]

Home page
 Topics in Early Childhood Special EducationHome page
L. M. Justice and J. N. Kaderavek
Topic Control During Shared Storybook Reading: Mothers and Their Children with Language Impairments
Topics in Early Childhood Special Education, January 1, 2003; 23(3): 137 - 150.
[Abstract] [PDF]

Home page
 Child Language Teaching and TherapyHome page
L. M. Justice and H. K. Ezell
Word and print awareness in 4-year-old children
Child Language Teaching and Therapy, October 1, 2001; 17(3): 207 - 225.
[Abstract] [PDF]