Outcomes of an emergent literacy intervention in Head Start.

Abstract

Classrooms of 4-year-olds attending Head Start were randomly assigned to an intervention condition, involving an add-on emergent literacy curriculum, or a control condition, involving the regular Head Start curriculum. Children in the intervention condition experienced interactive book reading at home and in the classroom as well as a classroom-based sound and letter awareness program. Children were pretested and posttested on standardized tests of language, writing, linguistic awareness, and print concepts