Enhancing Emerging Literacy in a Language Preschool

Preschool children with speech and language impairments (SLI) are at significant risk for later literacy learning difficulties. Current emerging literacy theory dictates the inclusion of reading and writing in preschool programs for children with SLI. Early literacy interactions are directed at developing all modes of communication and providing normalizing experiences for children with SLI. In addition, these experiences may lessen future academic learning problems. The purpose of this article is to describe a preschool program that fosters emerging speaking, listening, reading, and writing in children with SLI. Strategies used to incorporate literacy-related events and artifacts into the daily classroom schedule are discussed, and sample activities are given.

KEY WORDS: emerging literacy, preschoolers, language disorders, language intervention, classroom

Submitted on February 19, 1993
Accepted on November 16, 1993

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