Laying a Firm Foundation: Embedding Evidence-Based Emergent Literacy Practices Into Early Intervention and Preschool Environments
Publication: Language, Speech, and Hearing Services in Schools
Volume 49, Number 2
Pages 148-164
Abstract
Purpose
As part of this clinical forum on curriculum-based intervention, the goal of this tutorial is to share research about the importance of language and literacy foundations in natural environments during emergent literacy skill development, from infancy through preschool. Following an overview of intervention models in schools by Powell (2018), best practices at home, in child care, and in preschool settings are discussed. Speech-language pathologists in these settings will be provided a toolbox of best emergent literacy practices.
Method
A review of published literature in speech-language pathology, early intervention, early childhood education, and literacy was completed. Subsequently, an overview of the impact of early home and preschool literacy experiences are described. Research-based implementation of best practice is supported with examples of shared book reading and child-led literacy embedded in play within the coaching model of early intervention. Finally, various aspects of emergent literacy skill development in the preschool years are discussed. These include phonemic awareness, print/alphabet awareness, oral language skills, and embedded/explicit literacy.
Results
Research indicates that rich home literacy environments and exposure to rich oral language provide an important foundation for the more structured literacy environments of school. Furthermore, there is a wealth of evidence to support a variety of direct and indirect intervention practices in the home, child care, and preschool contexts to support and enhance all aspects of oral and written literacy.
Conclusions
Application of this “toolbox” of strategies should enable speech-language pathologists to address the prevention and intervention of literacy deficits within multiple environments during book and play activities. Additionally, clinicians will have techniques to share with parents, child care providers, and preschool teachers for evidence-based literacy instruction within all settings during typical daily activities.
Get full access to this article
View all available purchase options and get full access to this article.
References
American Academy of Pediatrics. (2016). American Academy of Pediatrics announces new recommendations for children's media use. Retrieved from http://www.aap.org/en-us/about-the-aap/aap-press-room/pages/american-academy-of-pediatrics-announces-new-recommendations-for-childrens-media-use.aspx
American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Position statement and technical report] . Retrieved from http://www.asha.org/policy
American Speech-Language-Hearing Association. (2008). Roles and responsibilities of speech-language pathologists in early intervention: Guidelines. Retrieved from http://www.asha.org/policy/gl2008-00293.htm
Anderson, D. R., & Pempek, T. A. (2005). Television and very young children. American Behavioral Scientist, 48(5), 505–522.
Artemenko, S. (2014). App-titude: Apps that excite our youngest clients. The ASHA Leader, 19(2), 38–39.
Baker, L. (2003). The role of parents in motivating struggling readers. Reading and Writing Quarterly, 19, 87–106.
Blachman, B., Ball, E. W., Black, R., & Tangel, D. (2000). Road to the code: A phonological awareness program for young children. Baltimore, MD: Brookes.
Blewitt, P., Rump, K. M., Shealy, S. E., & Cook, S. A. (2009). Shared book reading: When and how questions affect young children's word learning. Journal of Educational Psychology, 101(2), 294–304.
Bodrova, E., Leong, D., & Shore, R. (2004, March). Child outcome standards in pre-K programs: What are standards; what is needed to make them work? Preschool Policy Matters, 5, 1–12. Retrieved from http://nieer.org/wp-content/uploads/2016/08/5.pdf
Boyce, L. K., Innocenti, M. S., Roggman, L. A., Norman, V. K., & Ortiz, E. (2010). Telling stories and making books: Evidence for an intervention to help parents in immigrant Head Start families support their children's language and literacy. Early Education and Development, 21, 343–371.
Bus, A. G., & van Ijzendoorn, M. H. (1988). Mother–children interactions, attachment, and emergent literacy: A cross-sectional study. Child Development, 39, 1262–1272.
Bus, A. G., & van Ijzendoorn, M. H. (1997). Affective dimension of mother–infant picture book reading. Journal of School Psychology, 35, 47–60.
Caldwell, B. M., & Bradley, R. H. (2003). Home observation for measurement of the environment: Administration manual. Tempe, AZ: Family and Human Dynamics Research Institute, Arizona State University.
Callaghan, G., & Madelaine, A. (2012). Levelling the playing field for kindergarten entry: Research implications for preschool early literacy instruction. Australasian Journal of Early Childhood, 37(1), 13–22.
Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45(6), 1142–1157.
Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children. Language, Speech, and Hearing Services in Schools, 32(1), 38–50.
Common Sense Media. (2013). Zero to eight: Children's media use in America 2013. Retrieved from http://www.commonsensemedia.org/file/zero-to-eight-2013pdf-0/
Dale, P. S., Crain-Thoreson, C., Notari-Syverson, A., & Cole, K. (1996). Parent-child book reading as an intervention technique for young children with language delays. Topics in Early Childhood Special Education, 16, 213–235.
DeLoache, J. S., Pierroutsakos, S. L., Uttal, D. H., Rosengren, K. S., & Gottlieb, A. (1998). Grasping the nature of pictures. Psychological Science, 9, 205–211.
Dickinson, D., & Porche, M. (2011). Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities. Child Development, 82, 870–886.
Edwards, C. M. (2012). Maternal literacy practices and toddlers' emergent literacy skills. Journal of Early Childhood Literacy, 14, 53–79.
Edwards, J., & Dukhovny, E. (2017). Technology training in speech-language pathology: A focus on tablets and apps. Perspectives of the ASHA Special Interest Groups, 2(SIG10), 33–48.
Farver, J. A., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and Latino Head Start children's emergent literacy skills. Developmental Psychology, 49, 775–791.
Gillam, R., & Ukrainetz, T. (2006). Language intervention through literature-based units. In Ukrainetz, T. (Ed.), Contextualized language intervention (pp 59–94). Greenville, SC: Thinking Publications.
Gillon, G. (n.d.). Phonological analysis resources. Retrieved from http://www.canterbury.ac.nz/education/research/phonological-awareness-resources/
Gillon, G. T. (2003). Phonological awareness: From research to practice. New York, NY: Guilford.
Girard, L., Girolametto, L., Weitzman, E., & Greenberg, J. (2013). Educators' literacy practices in two emergent literacy contexts. Journal of Research in Childhood Education, 27(1), 46–60.
Girolametto, L., Weitzman, E., & Greenberg, J. (2012). Facilitating emergent literacy: Efficacy of a model that partners speech-language pathologists and educators. American Journal of Speech-Language Pathology, 21(1), 47–63.
Goldstein, H. (2016). Path to literacy. Baltimore, MD: Brookes.
Goldstein, H., Olszewski, A., Haring, C., Greenwood, C. R., McCune, L., Carta, J., … Kelley, E. S. (2017). Efficacy of a supplemental phonemic awareness curriculum to instruct preschoolers with delays in early literacy development. Journal of Speech, Language, and Hearing Research, 60(1), 89–103.
Hanna, J. S., Hinrichs, K. M., Mahar, C. J., DeFrain, J. D., & Durden, T. R. (2010, January). Early literacy checklist—in the home. Retrieved from http://extensionpublications.unl.edu/assets/pdf/g1991.pdf
Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90.
Harrison, E., & McTavish, M. (2016). ‘i’Babies: Infants' and toddlers' emergent language and literacy in a digital culture of iDevices. Journal of Early Childhood Literacy. Advance online publication.
Heath, H. (1983). Ways with words. Cambridge, United Kingdom: Cambridge University Press.
Hourcade, J. P., Mascher, S. L., Wu, D., & Pantoja, L. (2015, April). Look, my baby is using an iPad! An analysis of YouTube videos of infants and toddlers using tablets. In Proceedings of the 33rd annual ACM Conference on Human Factors in Computing Systems (1915–1924). New York, NY: ACM.
Hvit, S. (2014). Literacy events in toddler groups: Preschool educators' talk about their work with literacy among toddlers. Journal of Early Childhood Literacy, 15, 311–330.
Institute of Educational Sciences. (2015). What Works Clearinghouse Intervention Report. Retrieved from IES website: https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_sharedbook_041415.pdf
Invernizzi, M., Landrum, T. J., Teichman, A., & Townsend, M. (2010). Increased implementation of emergent literacy screening in pre-kindergarten. Early Childhood Education Journal, 37(6), 437–446.
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437–447.
Justice, L. (2005). Influence of research and policy on practice in today's schools: Reading, evidence and speech-language pathology. SIG 11 Perspectives on Administration and Supervision, 15, 6–10.
Justice, L. (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37(4), 284–297.
Justice, L. M., Bowles, R. P., & Skibbe, L. E. (2006). Measuring preschool attainment of print-concept knowledge: A study of typical and at risk 3- to 5-year-old children using item response theory. Language, Speech, and Hearing Services in Schools, 37, 224–235.
Justice, L. M., & Ezell, H. K. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9(3), 257–269.
Justice, L. M., & Ezell, H. L. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in Schools, 35, 185–193.
Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A., & Hunt, A. (2009). Accelerating preschoolers' early literacy development through classroom-based teacher—child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40, 67–85.
Justice, L. M., Logan, J., & Kaderavek, J. N. (2017). Longitudinal impacts of print-focused read-alouds for children with language impairment. American Journal of Speech-Language Pathology, 26(2), 383–396.
Justice, L. M., Mashburn, A., Hamre, B., & Pianta, R. (2008). Quality of language and literacy instruction in preschool classrooms serving at risk pupils. Early Childhood Research Quarterly, 23(1), 51–68.
Justice, L. M., McGinty, A. S., Piasta, S. B., Kaderavek, J. N., & Fan, X. (2010). Print-focused read-alouds in preschool classrooms: Intervention effectiveness and moderators of child outcomes. Language, Speech, and Hearing Services in Schools, 41(4), 504–520.
Kaderavek, J. N., & Pakulski, L. N. (2007). Mother–child story book interactions: Literacy orientation of preschoolers with hearing impairment. Journal of Early Childhood Literacy, 7, 49–72.
Kaderavek, J. N., Pentimonti, J. M., & Justice, L. M. (2014). Children with communication impairments: Caregivers' and teachers' shared book-reading quality and children's level of engagement. Child Language Teaching and Therapy, 30, 289–302.
Katz, J. R. (2001). Playing at home: The talk of pretend play. In Dickinson, D. K. & Tabors, P. O., Beginning literacy with language: Young children learning at home and school (pp. 53–74). Baltimore, MD: Brookes.
Kibler, A., Palacios, N., Simpson Baird, A., Bergey, R., & Yoder, M. (2016). Bilingual Latin children's exposure to language and literacy practices through older siblings in immigrant families. Linguistics and Education, 35, 63–77.
Kirk, C., & Gillon, G. T. (2007). Longitudinal effects of phonological awareness intervention on morphological awareness in children with speech impairment. Language, Speech, and Hearing Services in the Schools, 38, 342–352.
Kirkorian, H. L., Lavigne, H. J., Hanson, K. G., Troseth, G. L., Demers, L. B., & Anderson, D. R. (2016). Video deficit in toddlers' object retrieval: What eye movements reveal about online cognition. Infancy, 21(1), 37–64.
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 low-income preschool classrooms. Language, Speech, and Hearing Services in Schools, 40(2), 116–130.
Kremar, M., Grela, B., & Lin, K. (2007). Can toddlers learn vocabulary from television? An experimental approach. Media Psychology, 10(1), 41–63.
Lawhon, T., & Cobb, J. B. (2002). Routines that build emergent literacy skills in infants, toddlers, and preschoolers. Early Childhood Education Journal, 30, 113–118.
Li, G., & Christ, T. (2007). Social capital and home literacy engagement: Case studies of low-SES single mothers' access to literacy resources. English in Education, 41, 21–36.
Lovelace, S., & Stewart, S. R. (2007). Increasing print awareness in preschoolers with language impairment using non-evocative print referencing. Language, Speech, and Hearing Services in Schools, 38(1), 16–30.
Merchant, G. (2015). Keep taking the tablets: iPads, story apps, and early literacy. Australian Journal of Language and Literacy, 38, 3–11.
Mihai, A., Butera, G., & Friesen, A. (2017). Examining the use of curriculum to support early literacy instruction: A multiple case study of head start teachers. Early Education and Development, 28(3), 323–342.
Milburn, T. F., Girolametto, L., Weitzman, E., & Greenberg, J. (2013). Enhancing preschool educators' ability to facilitate conversations during shared book reading. Journal of Early Childhood Literacy, 14(1), 105–140.
Milburn, T. F., Hipfner-Boucher, K., Weitzman, E., Greenberg, J., Pelletier, J., & Girolametto, L. (2015). Effects of coaching on educators' and preschoolers' use of references to print and phonological awareness during a small-group craft/writing activity. Language, Speech, and Hearing Services in Schools, 46(2), 94–111.
Moriarty, B., & Gillon, G. (2006). Phonological awareness intervention for children with childhood apraxia of speech. International Journal of Language & Communication Disorders, 41, 713–734.
Murphy, K. A., Justice, L. M., O'Connell, A. A., Pentimonti, J. M., & Kaderavek, J. N. (2016). Understanding risk for reading difficulties in children with language impairment. Journal of Speech, Language, and Hearing Research, 59(6), 1436–1447.
National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010). Common core state standards. Washington, D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers.
Neuman, S. B., & Roskos, K. (1993). Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. American Educational Research Journal, 30, 95–122.
Neuman, S. B., & Roskos, K. (1997). Literacy knowledge in practice: Contexts of participation for young writers and readers. Reading Research Quarterly, 32, 10–32.
Norris, D. J. (2017). Comparing language and literacy environments in two types of infant–toddler child care centers. Early Childhood Education Journal, 45, 95–101.
Olszewski, A., Soto, X., & Goldstein, H. (2017). Modeling alphabet skills as instructive feedback within a phonological awareness intervention. American Journal of Speech-Language Pathology, 26, 769–790.
Pelatti, C. Y., Piasta, S. B., Justice, L. M., & O'Connell, A. (2014). Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability. Early Childhood Research Quarterly, 29(4), 445–456.
Piaget, J. (1936). Origin of intelligence in the child. London, England: Penguin Books.
Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8–38.
Pinto, A. I., Pessanha, M., & Aguiar, C. (2013). Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes. Early Childhood Research Quarterly, 28, 94–101.
Powell, R. (2018). Unique contributors to the curriculum: From research to practice for speech-language pathologists in schools. Language, Speech, and Hearing Services in Schools, 49, 140–147.
Proctor, L. A., & Wang, Y. (2015). Using iPads and mobile technology for children with developmental disabilities: Facilitating language and literacy development. In Silton, N. R. (Ed.), Recent advances in assistive technologies to support children with developmental disorders (pp. 45–78). Hershey, PA: IGI Global.
Reich, S. M., Yau, J. C., & Warschauer, M. (2016). Tablet-based eBooks for young children: What does the research say? Journal of Developmental and Behavioral Pediatrics, 37(7), 858–591.
Roberts, J., Jurgens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48, 345–359.
Rohde, L. (2015). The comprehensive emergent literacy model: Early literacy in context. SAGE Open, 5(1), 1–11.
Rush, D. D., & Shelden, M. L. (2011). The early intervention coaching handbook. Baltimore, MD: Brookes.
Saracho, O. N. (2017). Research, policy, and practice in early childhood literacy. Early Child Development and Care, 187(3–4), 305–321.
Schuele, M. C., & Larrivee, L. S. (2004). What's my job? Differential diagnosis of the speech-language pathologist's role in literacy learning. SIG 1 Perspectives on Language Learning and Education, 11, 4–8.
Sénéchal, M., Cornell, E. H., & Broda, L. S. (1995). Age-related differences in the organization of parent-infant interactions during picture-book reading. Early Childhood Research Quarterly, 10, 317–337.
Sénéchal, M., & LeFevre, J. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85, 1552–1568.
Sénéchal, M., LeFevre, J., Thomas, E. M., & Daley, K. D. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96–116.
Sesame Workshop. (n.d.). 40 years and counting. Retrieved from http://www.sesameworkshop.org/about-us/40-years-and-counting/
Shelden, M. L., & Rush, D. D. (2013). The early intervention teaming handbook. Baltimore, MD: Brookes.
Slates, S. L., Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2012). Counteracting summer slide: Social capital resources within socioeconomically disadvantaged families. Journal of Education for Students Placed at Risk, 17, 165–185.
Snow, C., Tabors, P., & Dickinson, D. K. (2001). Language development in the preschool years. In Dickinson, D. K. & Tabors, P. O. (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 1–26). Baltimore, MD: Brookes.
Sosa, A. V. (2016). Association of the type of toy used during play with the quantity and quality of parent-infant communication. JAMA Pediatrics, 170(2), 132–137.
Tichnor-Wagner, A., Garwood, J. D., Bratsch-Hines, M., & Vernon-Feagans, L. (2015). Home literacy environments and foundational literacy skills for struggling and nonstruggling readers in rural early elementary schools, Learning Disabilities Research and Practice, 31, 6–21.
U.S. Census Bureau. (2013). How do we know? Child care an important part of American life. Retrieved from http://www.census.gov/library/visualizations/2013/comm/child_care.html
van Kleeck, A., Gillam, R. B., & McFadden, T. U. (1998). A study of classroom-based phonological awareness training for preschoolers with speech and/or language disorders. American Journal of Speech-Language Pathology, 7, 65–76.
van Kleeck, A., & Schuele, C. M. (2010). Historical perspectives on literacy in early childhood. American Journal of Speech-Language Pathology, 19, 341–355.
van Kleeck, A., Vander Woude, J., & Hammett, L. (2006). Fostering literal and inferential language skills in Head Start preschoolers with language impairment using scripted book-sharing discussions. American Journal of Speech-Language Pathology, 15, 85–95.
Visser, M. (2012, September). ALA connect: Digital literacy definition. Retrieved from http://connect.ala.org/node/181197
Vygotsky, L. (1986). The development of scientific concepts in childhood: The design of a working hypothesis. In Kozulin, A. (Ed.), Thought and language (pp. 146–209). Cambridge, MA: MIT.
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679–689.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848–872.
Wooldridge, M. B., & Shapka, J. (2012). Playing with technology: Mother–toddler interaction scores lower during play with electronic toys. Journal of Applied Developmental Psychology, 33, 211–218.
Yopp, H. K. (1992). Developing phonemic awareness in young children. Reading Teacher, 45(9), 696–703.
Zosh, J. M., Verdine, B. N., Filipowicz, A., Golinkoff, R. M., Hirsch-Pasek, K., & Newcombe, N. S. (2015). Talking shape: Parental language with electronic versus traditional shape sorters. Mind, Brain, and Education, 9(3), 136–144.
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(4), 376–392.
Information & Authors
Information
Published In
Language, Speech, and Hearing Services in Schools
Volume 49 • Number 2 • April 2018
Pages: 148-164
PubMed: 29621796
Copyright
Copyright © 2018 American Speech-Language-Hearing Association.
History
- Received: Jun 12, 2017
- Revised: Aug 19, 2017
- Accepted: Oct 24, 2017
- Published in issue: Apr 5, 2018
Authors
Metrics & Citations
Metrics
Article Metrics
View all metricsCitations
Download article citation data for:
If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download.
For more information or tips please see 'Downloading to a citation manager' in the Help menu.
Citing Literature
- Yunus Emre Baştuğ, Hatice Bakkaloğlu, Examination of early literacy-rich settings in inclusive preschool classrooms, International Journal of Early Years Education, 10.1080/09669760.2024.2406375, (1-19), (2024).
- Vânia Peixoto, Rita Alegria, Pedro Pestana, Early Literacy Intervention Program, Closing the Educational Achievement Gap for Students With Learning Disabilities, 10.4018/978-1-6684-8737-2.ch009, (163-212), (2023).
- Érica Prates Krás Borges, Gabriella Koltermann, Carla Alexandra da Silva Moita Minervino, Jerusa Fumagalli de Salles, The Role of Emergent Literacy Assessment in Brazilian Portuguese Literacy Acquisition during COVID-19, Behavioral Sciences, 10.3390/bs13060510, 13, 6, (510), (2023).
- Maribel GRANADA-AZCÁRRAGA, María POMÉS-CORREA, Francisca CÁCERES-ZÚÑIGA, DISCURSO NARRATIVO Y LECTURA DE CUENTOS EN EL HOGAR POR PADRES A PREESCOLARES QUE PRESENTAN TRASTORNO DEL LENGUAJE, Revista Brasileira de Educação Especial, 10.1590/1980-54702023v29e0219, 29, (2023).
- Lisa M. Bowers, Samantha Robinson, Madilyn Metcalf, Examination of Factors That Predict Receptive Vocabulary Knowledge of Children Who Attend Head Start Programs, Communication Disorders Quarterly, 10.1177/15257401231161590, 45, 3, (147-157), (2023).
- Danika L. Pfeiffer, Stacey L. Pavelko, Evidence-Based Guidance for Alphabet Knowledge Across Service Delivery Models, Perspectives of the ASHA Special Interest Groups, 10.1044/2023_PERSP-23-00053, 8, 6, (1157-1167), (2023).
- Danika L. Pfeiffer, Julie Feuerstein, Rebecca J. Landa, Speech-Language Pathologists' Perceptions of Language and Literacy Instruction for Pre-K Children With Developmental Language Disorder, Language, Speech, and Hearing Services in Schools, 10.1044/2023_LSHSS-23-00002, 54, 4, (1295-1307), (2023).
- Hannah Bennett, Amanda Denston, Alison Arrow, The effectiveness of a parent-implemented, phonological awareness programme on the phonological awareness skills of preschool children, The Australian Journal of Language and Literacy, 10.1007/s44020-023-00034-6, 46, 2, (125-143), (2023).
- Paula Renata Castillo, Critical Literacy, Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development, 10.4018/978-1-6684-5022-2.ch003, (41-59), (2022).
- Elizabeth Rouse, Maria Nicholas, Literacy learning in infant-toddler programs: Practice architectures as a lens for examining educator pedagogy, Journal of Early Childhood Literacy, 10.1177/14687984221113170, 25, 1, (29-54), (2022).
- See more
View Options
Sign In Options
ASHA member? If so, log in with your ASHA website credentials for full access.
Member Login