Promising interventions for promoting emergent literacy skills: Three evidence-based approaches

The decade of the 1990s saw a tremendous increase in research studying the valueof emergent literacy intervention, particularly for meeting the needs of childrenat risk. Such studies have documented the positive effects of adult–child shared storybook reading, literacy-enriched play settings, and structured phonological aware-ness curricula for enhancing the emergent literacy skills of young children. This article defines emergent literacy, discusses the meaning of evidence-based practice, and de-scribes three promising evidence-based approaches for emergent literacy intervention