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Children with LD as Emergent Readers

Bridging the Gap to Conventional Reading

Department of Public Health and Rehabilitative Services at the University of Toledo, Jkader{at}wenet.org

Laura Justice

Curry School of Education at the University of Virginia

This article provides an overview of how an emergent literacy perspective may serve as a framework for better understanding the reading and writing behaviors of preschool children and young elementary-age children with LD. For children who are at risk for reading failure, teachers can facilitate the exploration of emergent literacy elements, including the sounds of language (phonological awareness), an awareness of print and book conventions (print awareness), narrative development, and early writing skills. Specific intervention techniques are given to help teachers provide rich, meaningful emergent literacy opportunities in the classroom.

Intervention in School and Clinic, Vol. 36, No. 2, 82-93 (2000)
DOI: 10.1177/105345120003600203


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