Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Child development and emergent literacy

G J Whitehurst1, C J Lonigan

  • 1Department of Psychology, SUNY, Stony Brook 11794-2500, USA. gwhitehurst@ccmail.sunysb.edu

Child Development
|July 29, 1998
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The role of family and home in the literacy development of children from low-income backgrounds.

New directions for child and adolescent development·2001
Same author

Considering the clinical utility of performance-based measures of childhood anxiety.

Journal of clinical child psychology·2000
Same author

Tripartite model of depression and anxiety in youth psychiatric inpatients: relations with diagnostic status and future symptoms.

Journal of clinical child psychology·2000
Same author

Mental health services in the county jail: a critical partnership?

Psychological reports·1999
Same author

Dimensionality of posttraumatic stress disorder symptoms in children exposed to disaster: results from confirmatory factor analyses.

Journal of abnormal psychology·1999
Same author

Positive and negative affectivity in children: confirmatory factor analysis of a two-factor model and its relation to symptoms of anxiety and depression.

Journal of consulting and clinical psychology·1999

Emergent literacy involves foundational reading and writing skills. Effective interventions require multifaceted approaches, targeting both inside-out skills like phonological awareness and outside-in skills such as language development.

Area of Science:

  • Developmental Psychology
  • Education
  • Linguistics

Background:

  • Emergent literacy encompasses precursor skills for reading and writing.
  • Existing research often focuses on outside-in skills (language, conceptual knowledge).
  • Less is understood about the origins of inside-out skills (phonological awareness, letter knowledge).

Purpose of the Study:

  • To propose a typology of emergent literacy skills.
  • To review evidence linking emergent literacy to reading acquisition.
  • To examine the relationship between literacy environments and skill development.

Main Methods:

  • Literature review of emergent literacy research.
  • Analysis of evidence from intervention studies.
  • Typological framework for emergent literacy skills.

Related Experiment Videos

Main Results:

  • Emergent literacy comprises distinct inside-out and outside-in skill domains.
  • Outside-in skills are linked to measurable environmental factors.
  • Inside-out skills' origins are less understood.
  • Intensive, multifaceted interventions are most effective for reading achievement.

Conclusions:

  • Emergent literacy development requires addressing both skill domains.
  • Targeted interventions, including computer-based approaches for inside-out skills, show promise.
  • Future research should integrate skill and environment examination and evaluate long-term intervention effects.