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

Children's emergent literacy has received considerable attention in the last decade. The modal view of emergent literacy is that it encompasses all aspects of children's oral and written language skills. The present article proposes an alternative view whereby emergent literacy is a separate construct from oral language and metalinguistic skills. It is also proposed that emergent literacy is composed of two distinct components; children's conceptual knowledge (e.g., knowledge of the functions of print) and children's early 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 among emergent literacy, oral language, and metalinguistic skills. It is concluded that separating the constructs of language and emergent literacy is an interesting alternative to current conceptions of emergent literacy. In time, such theoretical fine tuning will serve as better guides for policy and practice. (C) 2001 Society for the Study of School Psychology. Published by Elsevier Science Ltd.