Preschool children with Specific Language Impairment are at an increased risk for
later reading difficulties (Watson, Layton, & Pierce, 1994; Catts et al., 1999; Johnston et
al., 1999; Boudreau & Hedberg, 1999). Current emergent literacy intervention
approaches have been discussed regarding typically developing children and children
from lower incomes, but they lack efficacy data for preschoolers with SLI. The purpose
of this article is to describe the current literature regarding emergent literacy intervention
in preschoolers with SLI and reach an evidence-base decision as to the most effective
intervention techniques to utilize in order to prevent later reading difficulties. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/ETD-UT-2011-05-2995 |
| Date | 22 July 2011 |
| Creators | Miller, Mari Graceann |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | thesis |
| Format | application/pdf |
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