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Embedded-explicit emergent literacy intervention II: goal selection and implementation in the early childhood classroom.
Lang Speech Hear Serv Sch. 2004 Jul; 35(3):212-28.LS

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.

Authors+Show Affiliations

University of Toledo, Toledo, OH, USA.No affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

15248792

Citation

Kaderavek, Joan N., and Laura M. Justice. "Embedded-explicit Emergent Literacy Intervention II: Goal Selection and Implementation in the Early Childhood Classroom." Language, Speech, and Hearing Services in Schools, vol. 35, no. 3, 2004, pp. 212-28.
Kaderavek JN, Justice LM. Embedded-explicit emergent literacy intervention II: goal selection and implementation in the early childhood classroom. Lang Speech Hear Serv Sch. 2004;35(3):212-28.
Kaderavek, J. N., & Justice, L. M. (2004). Embedded-explicit emergent literacy intervention II: goal selection and implementation in the early childhood classroom. Language, Speech, and Hearing Services in Schools, 35(3), 212-28.
Kaderavek JN, Justice LM. Embedded-explicit Emergent Literacy Intervention II: Goal Selection and Implementation in the Early Childhood Classroom. Lang Speech Hear Serv Sch. 2004;35(3):212-28. PubMed PMID: 15248792.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Embedded-explicit emergent literacy intervention II: goal selection and implementation in the early childhood classroom. AU - Kaderavek,Joan N, AU - Justice,Laura M, PY - 2004/7/14/pubmed PY - 2004/10/27/medline PY - 2004/7/14/entrez SP - 212 EP - 28 JF - Language, speech, and hearing services in schools JO - Lang Speech Hear Serv Sch VL - 35 IS - 3 N2 - 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. SN - 0161-1461 UR - https://www.unboundmedicine.com/medline/citation/15248792/Embedded_explicit_emergent_literacy_intervention_II:_goal_selection_and_implementation_in_the_early_childhood_classroom_ L2 - https://pubs.asha.org/doi/full/10.1044/0161-1461(2004/021)?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub=pubmed DB - PRIME DP - Unbound Medicine ER -