Promising Interventions for Promoting Emergent Literacy Skills

By Laura M. Justice, Paige C. Pullen. 2003

320 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/87f6e8598ef26017b314994d1baf8e965fb4966c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. M. Raab
2. C. Dunst
3. C. Trivette
4. Erica Danniels
5. Leigh Rohde
6. Pascal Lefebvre
7. M. Gettinger
8. A. Sutton

In Education

1. C. Trivette
2. C. Dunst
3. M. Raab
4. Erica Danniels
5. Leigh Rohde
6. Pascal Lefebvre
7. M. Gettinger
8. A. Sutton

In Statistics and Probability

1. Leigh Rohde
2. C. Dunst
3. M. Gettinger
4. M. Raab
5. C. Trivette
6. Karen C. Stoiber

Citations in the corpus

• Applying a Response-to-Intervention Model for Early Literacy Development in Low-Income Children (2008, background): “Through literacy play, there is a deliberate integration of thematic literacy props into play settings, combined with adult mediation and scaffolding of children’s interactions with props (Justice & Pullen, 2003; Neuman & Roskos, 1993).”
• Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers (2011, background): “In their review of evidence-based approaches, Justice and Pullen (2003) recommended that preventive activities, such as SSR, should target language and emergent literacy skills simultaneously.”
• The Comprehensive Emergent Literacy Model (2015, background): “Demonstrating the concept of rhyme is seen as the first indicator of phonological awareness in young children (Justice & Pullen, 2003).”
• An Implementation Science Framework for Conceptualizing and Operationalizing Fidelity in Early Childhood Intervention Studies (2013, methodology): “As is the case with implementation practices, any intervention practice can also be conceptualized and operationalized as consisting of key characteristics (e.g., Guralnick, 2001; Justice & Pullen, 2003; Odom & Wolery, 2003; Sandall, Hemmeter, Smith, & McLean, 2005).”
• A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play (2017, background): “…classrooms is related to children’s increased engagement with these materials and the practice of literacy skills (e.g., Christie & Enz, 1992; Justice & Pullen, 2003; Stone & Christie, 1996), and teacher involvement in this play can enhance this engagement further (Clark & Kragler, 2005;…”