Emergent literacy in preschool
I am a trained preschool teacher and speech therapist. My master thesis was about premature children’s language development. For the last five years have I worked at Sogn and Fjordane University College, Faculty of teacher education and sport, where I give lectures about children’s language development.
In our culture children are surrounded by written language and books from an early age. Preschool children are interested in letters and want to write their names long before they start school. In this study children in the test group receive one out of two interventions, either dialogical reading or invented spelling, while children in the control group receive no intervention. The aim of the study is to provide new knowledge about literacy development in Norwegian preschools.
Abstract (docx file)