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ABSTRACT
Issues arising from recent research in emergent literacy of particular concern to parents, educators and clinicians responsible for promoting language growth in children are addressed. Factors shown to have the greatest influence on the development of emerging literacy skills with able‐bodied preschoolers are considered in relation to children with severe speech and physical impairments. An account is given of the kinds of learning opportunities and support provided by preschool provision for this population and recommendations for providing literacy experiences for preschool children with severe impairments are provided.