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Emergent Literacy: Assessment and Intervention Issues Linda Watson, Ed.D. The University of North Carolina at Chapel Hill

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Emergent Literacy: Assessment and Intervention Issues

Linda Watson, Ed.D.The University of North Carolina at

Chapel Hill

For Small Groups:

Early learning about reading and writing is like early learning about listening and talking because:

What is Emergent Literacy?

• Knowledge, skills & attitudes that precede and develop into conventional literacy– Continuum beginning at birth (or before!)– Listening, speaking, reading & writing develop

concurrently & are interrelated– Functions of print--as integral to literacy as the

forms– Literacy learned through active engagement

Literacy and Speech-Language Impairment

• 40% of language-impaired preschoolers developed significant literacy learning difficulties (Aram & Nation, 1980)

• Children with language delays often experienced reading difficulty even if their delay appeared to have been resolved by age 5 (Scarborough, 1990)

Implications for SLPs

• Literacy is a normal aspect of early language development

• Children with early language impairments are at increased risk for reading disabilities

• Language assessment and intervention (0-5 years) should integrate listening, speaking, reading, and writing

Factors Predicting Success in Reading at School-age

• Preschool oral language development• Emergent literacy skills• “Curriculum of the home”• Motivation and interest in reading as a

preschooler• Metalinguistic awareness: phonological,

word, structural• Teacher/school variables

Emergent Literacy Assessment

• Literacy Artifacts and Events Checklist• Checklist of Literacy Behaviors• Concepts About Print• Independent Book Interactions• Story-Retelling• Types and Varieties of “Writings” • Metalinguistic Awareness• Motivation/attitude/engagement

Emergent Literacy Assessment of Children with Autism

• Parent survey results• 24 preschoolers with autism and 24

preschoolers with typical development• Parents asked about literacy artifacts in the

home, literacy activities observed by the child, literacy-related interactions with the child, and emergent literacy skills of the child

Table 1: Literacy Materials Reported in the HomesAutistic Normal Fisher’s Exact Test

Alphabet books 24 22 n.s.Picture books w/o words 21 16 n.s.Books for 2-5 y.o. 23 24 n.s.Magazines for 2-5 y.o. 15 15 n.s.Books for 6-8 y.o. 17 16 n.s.Magazines for 6-8 y.o. 11 8 n.s.Instructional videos for children 18 14 n.s.Dictionary/encyclopedia 24 20 n.s.Telephone books 23 23 n.s.Comic books 10 2 p=.017Computer reading material 16 11 n.s.Cookbooks 22 22 n.s.Newspapers 22 22 n.s.Catalogs 22 22 n.s.Alphabet blocks 19 17 n.s.Magnetic letters/numbers 17 14 n.s.Writing/notebook paper 23 23 n.s.Pens/pencils 21 23 n.s.Blackboard/Chalk 16 17 n.s.Crayons 22 24 n.s.Colored markers 23 24 n.s.Typewriter 10 7 n.s.Computer 19 14 n.s.Paints 18 19 n.s.Drawing paper 22 22 n.s.

Emergent Literacy Assessment of Children with Autism: Things Child Can Read

Normal Autistic• his/her name* 20 10• 10 or more letters 13 11• 10 or more words 5 5• print in the environment 9 10• familiar books 9 7• nothing yet 5 8*p<.05

Emergent Literacy Assessment of Children with Autism: Writing/Drawing Behaviors

Normal Autistic• Draw* 16 7• Scribble 19 22• Write alphabet letters* 12 5• Spell words like they sound 2 1• Spell many words correctly 3 2• Write a few letters of name 1 1• Spell name correctly* 12 3*p<.05

Emergent Literacy Assessment of Preschoolers with Autism: Attitudes

• Attitudes: number of children who like or love each activity– Listening to others read

books– Looking at or reading

books themselves– Writing and drawing

activities

0

5

10

15

20

25

Lis

teni

ng

Loo

king

Wri

ting

Autism

Typical

Intervention

• A.I.M.M. • Concurrent enhancement of communication

and emergent literacy• Nonverbal children and augmentative

communication

Literacy Artifacts and Events throughout the Day

• Name games• Job chart• Class schedule• Song sheets• Snack-cups, boxes,

cans, etc.• Recipes• Instructional charts

• Story time• Library corner• Labels, labeling• Drawing & writing

tools• Experience stories• Notes to parents• Rebuses, picture icons

Integrating Communication & Literacy for Children with Autism

• Why use literacy strategies for young children with autism?– Visual memory and processing is often a strength– Children with autism have relative strengths in

knowledge of print forms– Most young children with autism enjoy independent

book interactions – Literacy skills are an important adaptive skill for all

children

Integrating Communication & Literacy for Children with Autism, cont.

• Developing or increasing intentionality• Being comprehensible• Being socially acceptable• Engaging in social interactions• Expressing wants & needs• Mediating/regulating behavior• Providing information to others• Acquiring new information

Schedules & Sequences

Schedules & Sequences

Communication Intervention Strategies

Communication Intervention Strategies

Communication Intervention Strategies

Choosing books: Increasing motivation for book interactions

• Keep it simple– Short– Simple sentences– Few words per page– Simple story line– Predictable

Choosing books, cont.

• Appeal to the senses– Rhyme/Rhythm– Attractive pictures– Activity built in– Tactile variations

Choosing books, cont.

• Tap into child’s interests– Dinosaurs– Alphabet/numbers/colors– Trains– Barbie dolls

Quality of Book Interactions• Interactions between child language level,

aspect of language/literacy considered, and reading “style” of adult

• Dialogic and describer reading styles appear to promote vocabulary of preschool children with lower language levels

• Repeated readings of same book appear to be of special benefit to children at lower language levels

Interactive Story Time

• Creating a story time routine

• Directed listening• Visual cues• Physical props• Sound effects• Pausing

• Questioning• Modeling• Reinforcing• Relating story to real

events• Repeated readings

Roleplaying from Stories

• Props• Literacy artifacts• Adult modeling• Turntaking• Appropriate, individualized expectations• Repetition

Conclusions

• Listening, speaking (expressive communication), reading & writing develop concurrently and are interrelated

• Children with language disorders are at risk for literacy disorders

• Emergent literacy and literacy are language-based, and are within the domain of the SLP

Conclusions, cont.

• Literacy is essential to successful adaptation in our society

• Every child should be provided with opportunities to learn the forms and functions of written language

• Incorporating literacy in intervention has benefits for language enhancement AND literacy enhancement