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Clinical Approaches to Emergent Literacy Intervention
Laura M. Justice, Ph.D., CCC-SLP
452 pages. Softcover. 6 X 9" (229x152mm).
ISBN 1-59756-092-8.
US$57.95 CAD $66.00 £37.00 AUD $90.00
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of this book.
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.
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
ABOUT THE AUTHOR
Laura M. Justice, Ph.D., is a clinical speech-language pathologist and applied researcher in early childhood language and literacy development, language disabilities, and educational interventions. Dr. Justice directs the Preschool Language and Literacy Lab in the University of Virginia’s Center for Advanced Study of Teaching and Learning; she also is a faculty member in the McGuffey Reading Center in the University’s Curry School of Education, in which she teaches courses in reading disability and early literacy development. Dr. Justice’s research activities have been supported by grants from the American Speech-Language-Hearing Association, the International Reading Association, the National Institutes of Health, and the U.S. Department of Education. Her research on early language and literacy has been recognized by the International Reading Association (Distinguished Finalist, Dissertation of the Year), the American Speech-Language-Hearing Association (Editor’s Award, American Journal of Speech-Language Pathology), the Council for Exceptional Children (Division for Research Early Career Publication Award), and in by the U.S. Department of Education’s nomination in 2005 to receive the Presidential Early Career Award for Scientists and Engineers (PECASE), conferred by the President of the United States to recognize the nation’s finest scientists early in their research careers.
AUDIENCE
Primary: Speech-Language Pathology
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