Evidence-Based Intervention Approaches for Three Emergent Literacy Domains Speech-language pathologists (SLPs) are undoubtedly well aware of the importance of engaging in evidence-based practice when working with young children at-risk for reading difficulties. Presently, more than one-third of American school children do not exhibit even basic levels of reading proficiency (National Center for Education Statistics, 2005), and children with ... Article
Article  |   March 01, 2007
Evidence-Based Intervention Approaches for Three Emergent Literacy Domains
Author Affiliations & Notes
  • Laura M. Justice
    Preschool Language and Literacy Lab, University of Virginia, Charlottesville, VA
Article Information
Development / Research Issues, Methods & Evidence-Based Practice / Normal Language Processing / Speech, Voice & Prosody / Evidence-Based Practice
Article   |   March 01, 2007
Evidence-Based Intervention Approaches for Three Emergent Literacy Domains
SIG 1 Perspectives on Language Learning and Education, March 2007, Vol. 14, 9-12. doi:10.1044/lle14.1.9
SIG 1 Perspectives on Language Learning and Education, March 2007, Vol. 14, 9-12. doi:10.1044/lle14.1.9
Speech-language pathologists (SLPs) are undoubtedly well aware of the importance of engaging in evidence-based practice when working with young children at-risk for reading difficulties. Presently, more than one-third of American school children do not exhibit even basic levels of reading proficiency (National Center for Education Statistics, 2005), and children with clinically depressed language skills are among those most at risk for failing to achieve adequate performance in reading (Catts, Fey, Tomblin, & Zhang, 2002). Experts agree that adopting a prevention orientation is likely to be the most effective mechanism for reducing the incidence of reading difficulties among our nation’s school children (see Snow, Burns, & Griffin, 1998; Torgesen, 1998).
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