ABSTRACT
This article provides an overview of three important considerations when delivering
evidence-based emergent literacy interventions: (1) treatment targets, (2) treatment
techniques, and (3) treatment contexts. Treatment targets refer to the specific aspects
of emergent literacy that clinicians address within their interventions and are organized
into two broad areas: code-related skills and meaning-related skills. Specific targets
within each skill area are identified. Treatment techniques refer to the specific
clinical approaches used to address these targets. Using the scaffolding metaphor,
we differentiate between use of high-support and low-support techniques for moving
children along a continuum from dependence to independence. Treatment contexts refer
to the location in which intervention is provided; prevalent contexts for provision
of emergent literacy intervention include classroom-based, pull-out, and home-based
(parent-implemented) interventions.
KEYWORDS
Emergent literacy development - emergent literacy intervention - phonological awareness
- alphabet knowledge - print awareness
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Laura JusticePh.D.
434.924.7583 Preschool Language & Literacy Lab, Curry School of Education, University
of Virginia, Box 400873
Charlottesville VA 22904-4873
Email: ljustice@virginia.edu