Interventions to strengthen emergent literacy in children aged 4–6 years: a systematic review of empirical evidence (2008–2026)

Abstract

Emergent literacy between ages 4 and 6 integrates code-related skills, print knowledge, beginning reading, and early writing. This systematic review synthesized 20 empirical studies published from 2008 to 2026 to identify which interventions, implementation conditions, and components are associated with stronger outcomes. Structured searches were conducted in PubMed, ERIC, PubMed Central, and publisher platforms, supplemented by backward citation tracking. Evidence was most consistent for explicit instruction in phonological awareness and letter-sound relations, shared reading with deliberate print referencing, and invented spelling supported by feedback. Digital programs produced selective gains, whereas broader curricula showed more heterogeneous effects. Actual instructional dosage, fidelity of implementation, and adult mediation explained part of the variability across studies. Effectiveness therefore appears to depend less on delivery format than on explicitness, instructional focus, sufficient practice, and implementation quality.