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.
The program proposed is of significance to the preschool population in that Miller and Church (2003) have argued that preschoolers find various types of word play to be enjoyable and that by using word play activities, educators can help students learn to listen and to speak, acquiring the rules of language naturally. Similarly, by providing preschoolers with targeted literacy skill activities, teachers can identify any possible oral language difficulties and develop interventions that will reduce risk of developing a readin...