|
|
||||||||
lmj2t{at}virginia.edu
Print referencing is an evidence-based strategy that may be used by speech-language pathologists and other early childhood specialists to enhance the emergent literacy skills of young children. Print referencing is a strategy implemented within the context of adult-child shared storybook reading interactions, and specifically refers to the use of verbal and nonverbal cues to encourage children's attention to and interactions with print. Print referencing increases the metalinguistic focus of storybook reading interactions. When print referencing is delivered within the children's zone of proximal development, clinicians can foster children's movement from dependent to independent mastery of key emergent literacy concepts. This clinical exchange provides suggestions for using print referencing as a clinical tool, including a theoretical overview of this approach and descriptions of clinical targets.
KEY WORDS: emergent literacy, intervention, preschool, storybook reading, print referencing
Submitted on August 5, 2003
Accepted on October 10, 2003
This article has been cited by other articles:
![]() |
S. D. Dixon Language Is Everywhere! Universally Designed Strategies to Nurture Oral and Written Language Young Exceptional Children, September 1, 2008; 11(4): 2 - 12. [PDF] |
||||
![]() |
S. Q. Cabell, A. S. McGinty, A. Breit, and L. Justice Designing Quality Tier One Learning Environments for Emergent and Early Readers Language Learning and Education, March 1, 2008; 15(1): 4 - 12. [Abstract] [Full Text] [PDF] |
||||
![]() |
S. Lovelace and S. R. Stewart Increasing Print Awareness in Preschoolers With Language Impairment Using Non-Evocative Print Referencing Lang Speech Hear Serv Sch, January 1, 2007; 38(1): 16 - 30. [Abstract] [Full Text] [PDF] |
||||
![]() |
L. Girolametto, E. Weitzman, P. Lefebvre, and J. Greenberg The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study Lang Speech Hear Serv Sch, January 1, 2007; 38(1): 72 - 83. [Abstract] [Full Text] [PDF] |
||||
![]() |
L. M. Justice, R. P. Bowles, and L. E. Skibbe Measuring preschool attainment of print-concept knowledge: a study of typical and at-risk 3- to 5-year-old children using item response theory. Lang Speech Hear Serv Sch, July 1, 2006; 37(3): 224 - 235. [Abstract] [Full Text] [PDF] |
||||
| HOME | HELP | FEEDBACK | SUBSCRIPTIONS | ARCHIVE | SEARCH | TABLE OF CONTENTS |
| All ASHA Journals | AJA | AJSLP | JSLHR | LSHSS |