Embedded-explicit emergent literacy intervention II: goal selection and implementation in the early childhood classroom

Language, Speech, and Hearing Services in Schools
Joan N Kaderavek, Laura M Justice

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.

References

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Jul 14, 2004·Language, Speech, and Hearing Services in Schools·Laura M Justice, Joan N Kaderavek
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Apr 1, 2001·Language, Speech, and Hearing Services in Schools·Kellie S Greenhalgh, Carol J Strong
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Apr 1, 2002·Language, Speech, and Hearing Services in Schools·Laura M JusticeJoanne D Meier
Jan 1, 2003·Language, Speech, and Hearing Services in Schools·Sandra P Laing, Alan Kamhi

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Citations

Jan 11, 2012·American Journal of Speech-language Pathology·Vera Gutiérrez-ClellenMonica Sweet
Sep 4, 2012·International Journal of Language & Communication Disorders·Mary AltAlexandra Ancharski
Sep 20, 2016·International Journal of Speech-language Pathology·Maria LennoxDavid Trembath
Dec 29, 2007·Language, Speech, and Hearing Services in Schools·Elizabeth Lanter, Linda R Watson
Oct 17, 2006·Language, Speech, and Hearing Services in Schools·Laura M Justice
Apr 1, 2009·American Journal of Speech-language Pathology·Lizbeth H Finestack, Marc E Fey
Jul 14, 2004·Language, Speech, and Hearing Services in Schools·Laura M Justice, Joan N Kaderavek

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