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Optimal intervention intensity for emergent literacy: what we know and need to learn.
Int J Speech Lang Pathol. 2012 Oct; 14(5):451-5.IJ

Abstract

In response to Baker (2012) unpacking critical components of optimal intervention intensity, this article explores what is currently known regarding intervention intensity for emergent literacy for children at risk for delays in this area of development. Studies specifically addressing intervention intensity related to phonological awareness and print knowledge suggest that more intensity does not always yield better results, and other factors suggested by Baker may influence the impact of intensity on children's outcomes. However, none of the research to date includes speech-language pathologists or children with diagnosed language disorders in the intervention models. Future research involving large-scale, systematic focus on intervention intensity in emergent literacy for children at risk for future reading disorders is needed to fully understand this construct within speech-language pathology services.

Authors

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Pub Type(s)

Journal Article
Comment

Language

eng

PubMed ID

22708974

Citation

Schmitt, Mary Beth, and Laura M. Justice. "Optimal Intervention Intensity for Emergent Literacy: what We Know and Need to Learn." International Journal of Speech-language Pathology, vol. 14, no. 5, 2012, pp. 451-5.
Schmitt MB, Justice LM. Optimal intervention intensity for emergent literacy: what we know and need to learn. Int J Speech Lang Pathol. 2012;14(5):451-5.
Schmitt, M. B., & Justice, L. M. (2012). Optimal intervention intensity for emergent literacy: what we know and need to learn. International Journal of Speech-language Pathology, 14(5), 451-5. https://doi.org/10.3109/17549507.2012.687057
Schmitt MB, Justice LM. Optimal Intervention Intensity for Emergent Literacy: what We Know and Need to Learn. Int J Speech Lang Pathol. 2012;14(5):451-5. PubMed PMID: 22708974.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Optimal intervention intensity for emergent literacy: what we know and need to learn. AU - Schmitt,Mary Beth, AU - Justice,Laura M, Y1 - 2012/06/19/ PY - 2012/6/20/entrez PY - 2012/6/20/pubmed PY - 2013/4/11/medline SP - 451 EP - 5 JF - International journal of speech-language pathology JO - Int J Speech Lang Pathol VL - 14 IS - 5 N2 - In response to Baker (2012) unpacking critical components of optimal intervention intensity, this article explores what is currently known regarding intervention intensity for emergent literacy for children at risk for delays in this area of development. Studies specifically addressing intervention intensity related to phonological awareness and print knowledge suggest that more intensity does not always yield better results, and other factors suggested by Baker may influence the impact of intensity on children's outcomes. However, none of the research to date includes speech-language pathologists or children with diagnosed language disorders in the intervention models. Future research involving large-scale, systematic focus on intervention intensity in emergent literacy for children at risk for future reading disorders is needed to fully understand this construct within speech-language pathology services. SN - 1754-9515 UR - https://www.unboundmedicine.com/medline/citation/22708974/Optimal_intervention_intensity_for_emergent_literacy:_what_we_know_and_need_to_learn_ L2 - https://medlineplus.gov/speechandcommunicationdisorders.html DB - PRIME DP - Unbound Medicine ER -