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Semin Speech Lang 2001; 22(3): 163-174
DOI: 10.1055/s-2001-16143
Copyright © 2001 by Thieme Medical Publishers, Inc., 333 Seventh Avenue, New York, NY 10001, USA. Tel.: +1(212) 584-4662

Investing in Emergent Literacy Intervention: A Key Role for Speech-Language Pathologists

Froma P. Roth1 , Betsy Baden2
  • 1University of Maryland, College Park, Maryland
  • 2Montgomery County Public Schools, Maryland
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Publication Date:
31 December 2001 (online)

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ABSTRACT

Emergent literacy is a developmental period that is receiving renewed and increased emphasis in the fields of education and speech-language pathology because of its influence on the later literacy development and achievement of students. With their strong background in language, language development, and language disorders, speech-language pathologists (SLPs) can make significant contributions to the acquisition of emergent literacy skills. This article focuses on SLP direct-service roles for students with identified communication impairments and on indirect roles of assisting teachers and others to promote the emergent literacy skills of all students. In addition to the acknowledged importance of general oral language, guidelines, suggestions, and resources are offered to foster emergent literacy skills in five specific areas: (1) early phonological awareness, (2) joint book reading and sense of story, (3) alphabetic letter knowledge, (4) adult modeling of literacy activities, and (5) experience with writing materials.

KEYWORD

Emergent literacy - role of speech-language pathologist - early phonological awareness - joint book reading - alphabetic knowledge - emergent literacy approaches

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