About The Book

This seminal text provides a scholarly overview of current evidence-based approaches to emergent literacy intervention as a necessary component of clinical practice in speech-language pathology. Numerous books are available on the topic of emergent literacy, yet few are developed specifically for the speech-language pathologist. This book fulfills this important need.

The scope of this book is comprehensive yet focused: it is tailored to identify state-of-the-art approaches on a range of topics in the area of emergent literacy, yet focuses its emphasis on children from toddlerhood to kindergarten. This period corresponds to the emergent literacy years, which precedes children’s transition to beginning reading.

Each chapter provides scientifically cited background information relevant to the content of the chapter before discussing the “How To” and the “Why.” Figures, tables, and charts throughout the text are easily accessible to the busy practicing clinician. By providing a usable integration of theory and research, it encourages readers to think about building early foundations in literacy to promote healthy early development, and emphasizes the specific approaches speech-language pathologists need to employ when targeting literacy in childhood intervention.

Designed for speech-language pathologists at both pre-professional and post-graduate levels, the book will also be of value to reading specialists, literacy coaches, special educators, preschool and kindergarten teachers, and others.

About The Author

Laura Justice, PhD, is Professor in the School of Teaching and Learning at The Ohio State University (Columbus). A clinical speech-language pathologist, Justice is interested in early literacy development and intervention for children who have language difficulties. She has published a number of peer-reviewed papers on this topic as well as several books, including Clinical Approaches to Emergent Literacy Intervention.

Table of Contents

  • Program Design Considerations
    • Fundamentals of Emergent Literacy Intervention
      Laura M. Justice
    • Meeting the Needs of Culturally and Linguistically Diverse Families in Early Language and Literacy Intervention
      Susan M. Moore, Clara Pérez-Méndez, and Karin Boerger
    • Using Assistive Technology to Support Literacy Development in Young Children with Disabilities
      Amelia K. Moody
    • Clinical Consultation with Teachers for Improved Preschool Literacy Instruction
      D. Sarah Hadden and Robert B. Pianta
  • Clinical Approaches
    • Adult Responsiveness as a Critical Intervention Mechanism for Emergent Literacy: Strategies for Preschool Educators
      Elaine Weitzman, Luigi Girolametto, and Janice Greenberg
    • Phonological Awareness Instruction in Early Childhood Settings
      Barbara Culatta and Kendra M. Hall
    • Using Emergent Writing to Develop Phonemic Awareness
      Teresa A. Ukrainetz
    • Integrating Phonological Sensitivity and Oral Language Instruction into Enhanced Dialogic Reading
      A. Lynn Williams
    • Supporting Storybook Reading Participation for Children Who Use Augmentative and Alternative Communication Systems
      Gloria Soto (in collaboration with Elena Dukhovny and Tove Vestli)
    • Recruiting Children’s Attention to Print during Shared Reading
      Sharon R. Stewart and Sherri M. Lovelace
    • Integrating Word Study into Clinical Interventions
      Latisha L. Hayes
    • Literacy Intervention in a Culturally and Linguistically Diverse World: The Linking Language and Literacy Project
      Peggy Rosin
  • Index


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