Preschool Intervention Program
Statement of
This is an excerpt from the paper...
The preschool years are years in which emergent literacy skills must be fostered to ensure a smooth transition into formal reading and the development of important language abilities that will set children on the road to academic success (Miller & Church, 2003; Pullen & Justice, 2003). In addition, preschoolers engaged in literacy development activities also participate in interactive social situations which can be used to improve the communication skills of young children and to facilitate the development of an ability for sustained social interactions (Craig-Unkefer & Kaiser, 2002). Finally, the preschool years are seen by Church (2003), as an excellent locus for introducing children into scientific thinking and the processes by means of which deductive and inductive reasoning occur. Given this general background, the purpose of the proposed intervention described below is to focus on three emergent literacy factors associated with later reading achievement are phonological awareness, print awareness, and oral language (Pullen & Justice, 2003). Consequently, developing targeted interventions that address or promote emergent literacy is a key activity which should be undertaken in the preschool classroom. Presented below are a series of sessions to be implemented over a six week period to promote emergent literacy by focusing on phonological awareness, print awareness, and oral language skills.
. . .
n and Justice (2003). The following tables, drawn from Pullen and Justice (2003), depict the activities of the intervention.
Table 1. Activities to Promote Rhyming Abilities
Legend for Chart:
A - Activity
B - Instruction
A B
Read aloud rhyming Rhyming activities can be
embedded in read aloud
time.
Select books with rhyme patterns.
Explicit instruction
in concept of rhyme Often, children are told that words that
rhyme sound the same at the end. This is
be confusing, because seen and sun sound
the same at the end. Words that rhyme
sound the same in the middle and at the
end. Help students isolate the rime of
words to develop an understanding of
rhyming. For example, say "Fat has at,
does bat have at? Does ban have at?"
Sorting rhymes Select a variety of objects (e.g., small
plastic toys) to use for sorting r
. . .
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Approximate Word count = 1561
Approximate Pages = 6 (250 words per page)
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