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Peer reviewedSenechal, Monique; LeFevre, Jo-Anne; Smith-Chant, Brenda L.; Colton, Karen V. – Journal of School Psychology, 2001
Proposes an alternative view to emergent literacy whereby it is a separate construct from oral language and metalinguistic skills. Also proposes that emergent literacy is composed of two distinct components: children's conceptual knowledge and children's early procedural knowledge of writing and reading. (Contains 60 references and 5 tables.) (GCP)
Descriptors: Children, Emergent Literacy, Foreign Countries, Metalinguistics
