An Exploratory Study of EmergentLiteracy Intervention for Preschool Childrenwith Language Impairments

Thi s exploratory study measured the effica cy of an emergent literacy intervention program designed to support preschool children who have been identifi e d as having specific l anguage impairments. Specifi cal ly, the study compares two intervention approaches — an experimental emergent literacy intervention and a traditional intervention based on traditional models of language therapy. It was hypothesized that the explicit emergent literacy approach would result in signifi ca nt gains in phonological and print awareness skills relative to a less structured traditional intervention approach. Results indicated that children in the emergent literacy intervention experienced greater gains in pre-literacy measures. The r esults hold important implications for service delivery models aimed at supporting preschool children with language impairments. ISSN 1918-5227 Pages 9- 32 Follow this and additional works at: htt p://ir.lib.uwo.ca/eei