Examining the Concurrent Validity of Assessing Preschool Language and Literacy Skills

Autor/in	Xu, Yaoying
Titel	Examining the Concurrent Validity of Assessing Preschool Language and Literacy Skills
Quelle	In: Early Child Development and Care, 182 (2012) 6, S.741-754 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2011.579602
Schlagwörter	Outcome Measures; Validity; Reading Difficulties; Early Reading; Emergent Literacy; Language Skills; Preschool Children; Kindergarten; Pretests Posttests; Evaluation; School Readiness; Intervention; Early Childhood Education; Phonological Awareness + Suchen Sie Ihr Suchwort? Gültigkeit; Reading difficulty; Leseschwierigkeit; Frühlesen; Frühleseunterricht; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Evaluierung; Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	The purpose of this study was to examine the concurrent validity of the assessment for an early language and literacy project. The goal of the project was to promote a successful transition to kindergarten for preschoolers who were at risk for reading difficulties by equipping them with the necessary language and literacy skills needed for early reading success. Both child outcome data and classroom/teacher level data were collected at the beginning and the end of the academic semester. Child-level pre- and post-tests indicated that participating children's language and literacy skills were improved in name writing, letter recognition, beginning sound awareness, rhyming awareness, and print knowledge. Findings from the validity study suggested a significant relationship between- and within-child outcome measures. A significant relationship was also found between norm-referenced child outcome measures and classroom-level measures; however, no significant relationship was identified between criterion-referenced child outcome measures and classroom-level measures. Implications of this study were discussed. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10