Print referencing: an emergent literacy enhancement strategy and its clinical applications.

@article{Justice2004PrintRA,
  title={Print referencing: an emergent literacy enhancement strategy and its clinical applications.},
  author={Laura M. Justice and Helen K. Ezell},
  journal={Language, speech, and hearing services in schools},
  year={2004},
  volume={35 2},
  pages={
          185-93
        }
}
  • L. Justice, H. Ezell
  • Published 1 April 2004
  • Psychology
  • Language, speech, and hearing services in schools
Print referencing is an evidence-based strategy that may be used by speech-language pathologists and other early childhood specialists to enhance the emergent literacy skills of young children. Print referencing is a strategy implemented within the context of adult-child shared storybook reading interactions, and specifically refers to the use of verbal and nonverbal cues to encourage children's attention to and interactions with print. Print referencing increases the metalinguistic focus of… 
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193 Citations
Highly Influential Citations
13
Background Citations
77
Methods Citations
11
Results Citations
7

193 Citations

Citation Type

Citation Type

Increasing print awareness in preschoolers with language impairment using non-evocative print referencing.
TLDR
It is suggested that children with language impairment may benefit from simple non-evocative, explicit referencing strategies that can be easily incorporated into the context of storybook reading during language therapy, thus providing speech-language pathologists with an additional tool for facilitating children's literacy skills.
Critical Review: Does print referencing during shared storybook reading improve pre-literacy skills in preschoolers?
This critical review examines the evidence regarding the effects of print referencing during shared storybook reading on pre-literacy skills in preschool children. A literature search was completed…
A shared reading intervention with parents to enhance young children's early literacy skills
A pragmatic randomised controlled trial was used to investigate the effects of two forms of shared reading on children's language and literacy skills. Parents of 80 children in the preparatory year…
The deconstruction and understanding of pre-literacy development and reading acquisition
ABSTRACT Many South African children struggle in acquiring literacy and reading skills. It seems as if caregivers may be missing an important aspect in guiding children’s emergent reading…
Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction
Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to…
Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment
To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine…
Facilitating emergent literacy: efficacy of a model that partners speech-language pathologists and educators.
TLDR
It is suggested that professional development provided by a speech-language pathologist can yield short-term changes in the facilitation of emergent literacy skills in early childhood settings.
Prekindergarten teachers' verbal references to print during classroom-based, large-group shared reading.
TLDR
Prekindergarten teachers naturally reference print during classroom shared reading and if verbal print references occur at similar rates across different types of books, and print-salient books appear to offer a natural context for discussions about print.
Facilitating Emergent Literacy Skills in Children with Hearing Loss
TLDR
Building emergent literacy skills in children with hearing loss is contingent upon parents and professionals collaborating to develop specific literacy-based activities that can be incorporated into children's existing speech and language programmes and daily routines.
Increasing opportunities to respond to print during storybook reading: Effects of evocative print-referencing techniques
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References

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