ABSTRACT
The terms emergent literacy and family literacy denote approaches to literacy research, as well as approaches to literacy intervention programs for families and children. These terms encompass many different theoretical orientations, from Taylor’s (1983) landmark book about young children learning to read and write to the influential work of the National Center for Family Literacy directed by Darling; to the oral language basis of literacy advanced by Heath (1983), Dickinson (1994), and Vernon-Feagans (1996), among others; to Fletcher and Lyon’s (1998) emphasis on phonological awareness/processing.
