Expanding Understanding of Emergent Literacy: Empirical Support for a New Framework-Reference-Cited by-同舟云学术

Expanding Understanding of Emergent Literacy: Empirical Support for a New Framework

Published:2007-05 Issue:5 Volume:101 Page:261-277
ISSN:0145-482X
Container-title:Journal of Visual Impairment & Blindness
language:en
Short-container-title:Journal of Visual Impairment & Blindness

Author:

Erickson Karen A.¹,Hatton Deborah²

Affiliation:

1. Center for Literacy and Disability Studies, University of North Carolina, Campus Box 7335, Chapel Hill, NC 27599-7335;

2. Senior scientist, Frank Porter Graham Child Development Institute, University of North Carolina, Campus Box 8040, Chapel Hill, NC 27599-8040;

Abstract

Emergent literacy in young children with visual impairments is examined using a conceptual framework proposed by Sénéchal, LeFevre, Smith-Chant, and Colton (2001). The utility of this framework for young children with visual impairments is illustrated using data from a field study of preschool classes for children with visual impairments.

Publisher

SAGE Publications

Subject

Rehabilitation,Ophthalmology

Link

http://journals.sagepub.com/doi/pdf/10.1177/0145482X0710100502

Reference66 articles.

1. Blind children's language: resolving some differences

2. The role of letter knowledge and phonological awareness in young Braille readers

3. Early words of blind children

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