Optimal intervention intensity for emergent literacy: what we know and need to learn

Abstract

In response to Baker (2012) unpacking critical components of optimal intervention intensity, this article explores what is currently known regarding intervention intensity for emergent literacy for children at risk for delays in this area of development. Studies specifically addressing intervention intensity related to phonological awareness and print knowledge suggest that more intensity does not always yield better results, and other factors suggested by Baker may influence the impact of intensity on children's outcomes. However, none of the research to date includes speech-language pathologists or children with diagnosed language disorders in the intervention models. Future research involving large-scale, systematic focus on intervention intensity in emergent literacy for children at risk for future reading disorders is needed to fully understand this construct within speech-language pathology services.