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Topics in Early Childhood Special Education
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Natural Literacy

Theory and Practice for Preschool Intervention Programs

Ruth V. Watkins

University of Illinois

Betty H. Bunce

University of Kansas

This article suggests that preschool intervention classrooms are ideal settings for providing young children with rich early literacy experiences. Because contemporary research indicates that children acquire fundamental literacy knowledge during the preschool years, it is imperative that all young learners be provided opportunities to engage in print and literacy-related activities. A natural literacy perspective is offered, wherein literacy experiences are embedded in the context of natural, meaningful classroom events. Natural literacy blends aspects of existing approaches to early literacy facilitation, emphasizes the role of adults and peers in promoting learning, and offers children an active role in interactions designed to enhance their emerging literacy competencies. This article provides both rationale and method for the implementation of the natural literacy perspective with preschoolers with language disabilities.

Topics in Early Childhood Special Education, Vol. 16, No. 2, 191-212 (1996)
DOI: 10.1177/027112149601600205
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