| Abstract |
Purpose: Early literacy strategies for children from culturally and linguistically diverse (CLD) backgrounds are essential for fostering early academic success. This scoping review aimed to map the existing research in speech-language pathology that describes culturally responsive early literacy interventions. Method: The review followed a five-stage scoping review methodology applied to a multidatabase search. Electronic databases included EBSCO and ASHAWire. Search terms and inclusion criteria identified studies of children from birth to age 5 years from CLD backgrounds, with the goal of identifying early literacy strategies described in speech-language pathology research journals. Results: A total of 23 sources were identified that focused on early intervention for CLD populations. The review highlighted 26 strategies, categorized by strength: 13 with compelling evidence, five with promising evidence, and eight with emerging evidence. These strategies are presented in an evidence map. Conclusions: Shared storybook and dialogic reading strategies can be seamlessly integrated into book-based activities with caregivers from CLD backgrounds. In practice, speech-language pathologists can guide caregivers in a variety of techniques, such as previewing pictures, highlighting illustrations, rereading books, evaluating the child's responses, asking open-ended questions, and connecting the story to the child's personal experiences. Dialogic and shared storybook strategies may offer an effective and culturally responsive approach for fostering early literacy skills in young children from CLD backgrounds. Two illustrative case studies are presented, applying strategies from the evidence map to scenarios, and limitations are also discussed. Supplemental Material: https://doi.org/10.23641/asha.28620569 |
, Kathleen N. Moore 
