On refining theoretical models of emergent literacy the role of empirical evidence

Children's emergent literacy has received considerable attention in the las t decade. The modal view of emergent literacy is that it encompasses all as pects of children's oral and written language skills. The present article p roposes an alternative view whereby emergent literacy is a separate constru ct from oral language and metalinguistic skills. It is also proposed that e mergent literacy is composed of two distinct components; children's concept ual knowledge (e.g., knowledge of the functions of print) and children's ea rly procedural knowledge of writing and reading (e.g., invented spelling). Evidence is presented that support this differentiated view of language and emergent literacy by showing that distinct patterns of relations exist amo ng emergent literacy, oral language, and metalinguistic skills. It is concl uded that separating the constructs of language and emergent literacy is an interesting alternative to current conceptions of emergent literacy. In ti me, such theoretical fine tuning will serve as better guides for policy and practice. (C) 2001 Society for the Study of School Psychology. Published b y Elsevier Science Ltd.