Early Literacy: Conceptual Frameworks and Intervention Approaches


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IŞIK USLU A. E., TAŞTEKİN E., Turan F.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, vol.37, no.3, pp.922-941, 2022 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 37 Issue: 3
  • Publication Date: 2022
  • Doi Number: 10.16986/huje.2022075079
  • Journal Name: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.922-941
  • Keywords: Early literacy, phonological awareness, print awareness, intervention approaches, PHONOLOGICAL AWARENESS INTERVENTION, NATURALISTIC LANGUAGE INTERVENTIONS, BOOK READING INTERVENTION, EMERGENT LITERACY, FOCUSED STIMULATION, YOUNG-CHILDREN, ORAL LANGUAGE, PRESCHOOL, SKILLS, PRINT
  • Hacettepe University Affiliated: Yes

Abstract

Early literacy refers to the prior knowledge, skills, and attitudes that one acquires before formal literacy skills in the preschool period. The literature suggests that the acquisition of early literacy skills in the preschool period has a significant impact on academic skills such as learning to read and reading comprehension in the following years. In addition to increasing academic achievement, early literacy skills help children gain a positive attitude toward literacy and enable them to adapt easily to literacy learning in the future. Therefore, intervention approaches that support the development of early literacy skills in the preschool period are of great significance. This review depicts the conceptual framework of early literacy and describes the intervention approaches used in the development of early literacy in the preschool period in terms of content and technique.