Accelerating Preschoolers' Early Literacy Development Through Classroom-Based Teacher–Child Storybook Reading and Explicit Print Referencing

The convergence of the present findings with those of previous efficacy studies indicates that print referencing intervention can be used confidently as an approach for facilitating print knowledge in preschool-age children. Speech-language pathologists can serve an important role in supporting preschool educators as they use this evidence-based technique with pupils in their classrooms.