Clinical Approaches to Emergent Literacy Intervention

Laura Justice, Ph.D., CCC-SLP Laura M. Justice, Ph.D., Professor in the School of Teaching and Learning, The Ohio State University, Columbus Contributors A. Williams Amelia Moody Barbara Culatta, PhD Clara Perez-Mendez D. Sarah Hadden Elaine Weitzman Gloria Soto Janice Greenberg Karin Boerger Kendra Hall-Kenyon, PhD Latisha Hayes Luigi Girolametto Peggy Rosin Robert Pianta Sharon Stewart Sherri Lovelace Susan Moore Teresa Ukrainetz

Anita R. Kraft, PhD, CCC-SLP, Advance for Speech-Language Pathologists and Audiologists, (July 2007): "'Clinical Approaches to Emergent Literacy Intervention"' edited by Laura M. Justice, PhD, is part of the Emergent & Early Literacy Series by Plural Publishing. The purpose of the series, according to Dr. Justice, "is to provide clinical and educational professionals with usable, practical and evidence-based resources for enhancing their ability to include literacy as an integral part of their services to toddlers, preschoolers and school-age children." The series is a response to the guidelines from the American Speech-Language-Hearing Association (ASHA) that suggest speech-language pathologists work with students on reading and writing. As stated in this volume, speech-language pathologists' knowledge of developmental language and literacy milestones, as well as their expertise in facilitating attainment of these milestones through linguistically responsive interactions with children, equips them to provide appropriate support and consultation to early childhood educators.1 This is stated in the Individuals with Disabilities Education Act (IDEA) Amendments of 2004. This attractive paperback edition fulfills its objective of providing practical, evidence-based tools for making literacy an integral part of speech and language intervention. The book is divided into two sections: "Program Design Considerations" and "Clinical Approaches." Each chapter addresses a particular area or approach to emergent and early literacy development and discusses difficulties with direct linkages to everyday practices. There are suggestions on how to work with children who need augmentative and alternative communication (AAC) systems, as well as students who are at risk for reading failure. The book includes programs that stress prevention rather than remediation, although it is accepted that some problems only can be lessened and not completely eliminated even with early appropriate intervention. Of particular interest are the chapters on phonemic awareness. Educators are now becoming cognizant of the need for this skill when treating reading disorders. However, there is no mention of Dynamic Indicators of Early Literacy Skills (DIBELS), a set of measures being used in some schools for Response to Intervention to offer help to students at risk of failing. This should be added in updated versions of the series. Clinical Approaches to Emergent Literacy Intervention will be useful for speech-language pathologists and professionals who work with young children and teach reading. It effectively contributes to answering the question, 'What can speech-language pathologists do to include literacy as a target in childhood intervention?'"

• 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 Perez-Mendez, 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