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 } }
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…
194 Citations
Increasing print awareness in preschoolers with language impairment using non-evocative print referencing.
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- 2007
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.
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This study examined the effects of a classroom-focused intervention on different domains of early literacy. The intervention consisted of shared e-book reading combined with a print referencing…
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Prekindergarten teachers' verbal references to print during classroom-based, large-group shared reading.
- EducationLanguage, speech, and hearing services in schools
- 2009
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.
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