This research delves into the emergent literacy skills of preschool-aged children through a thorough examination using the Preschool Word and Print Awareness Examination (PWPA). A diverse sample of 45 typically developing children, aged between 3 years and 11 months to 5 years and 1 month, participated in the study. Rigorous screening criteria ensured a homogeneous and suitable sample for the emergent literacy enhancement program. The PWPA, aligned with Marie Clay’s interactive literacy assessment paradigm, assessed children’s word and print awareness through engaging exercises integrated into shared storybook reading routines. Results unveiled significant variability in individual and overall performance, providing nuanced insights into the developmental trajectories of emergent literacy skills. The study focused on two key components of the PWPA: Words in Print and Print Concepts, evaluated through carefully selected storybooks. Findings indicated challenges and strengths in children’s ability to recognize written words and understand foundational print concepts, emphasizing the need for early intervention in addressing emerging literacy issues. The discussion highlighted potential applications of PWPA in literacy screening programs, individualized goal-setting, and intervention planning. This research contributes to the understanding of preschool children’s emergent literacy skills, providing valuable insights for educators, speech-language pathologists, and researchers to foster proficient readers in early childhood.
Keywords: emergent literacy, literacy assessment., preschool children, print concepts, word awareness
