Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children

Paige Cullen Pullen · Laura Marie Justice

208 citations0/0 files storedIntervention in School and Clinic

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Reading and Literacy Development Early Childhood Education and Development Literacy and Educational Practices

Abstract

The preschool years are critical to the development of emergent literacy skills that will ensure a smooth transition into formal reading. Phonological awareness, print awareness, and oral language development are three areas associated with emergent literacy that play a crucial role in the acquisition of reading. This article presents an overview of these critical components of emergent literacy. The overview includes a brief review of recent research and provides strategies for developing phonological awareness, print awareness, and oral language in the preschool classroom.

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References

1991Handbook of reading research 1998Preventing Reading Difficulties in Young Children 1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.1983Categorizing sounds and learning to read—a causal connection 1998Child Development and Emergent Literacy 1990Beginning to read: thinking and learning about print 1995Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy

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