This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Pullen, P. C. Articles by Justice, L. M. Search for Related Content Social Bookmarking                         What's this?

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

University of Virginia, PO Box 400273, Charlottesville, VA 22904-4273

Laura M. Justice

University of Virginia

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.

Intervention in School and Clinic, Vol. 39, No. 2, 87-98 (2003)
DOI: 10.1177/10534512030390020401


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				C. A. Cameron and J. Hutchison Telephone-mediated communication effects on young children's oral and written narratives First Language, November 1, 2009; 29(4): 347 - 371. [Abstract] [PDF]