Towards Ecologically Valid Assessment in Early Literacy

Autor/in	Hill, Susan
Titel	Towards Ecologically Valid Assessment in Early Literacy
Quelle	In: Early Child Development and Care, 181 (2011) 2, S.165-180 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Literacy Education; Early Reading; Phonology; Sentence Structure; Oral Language; High Stakes Tests; Emergent Literacy; Evaluation Methods; Student Evaluation; Language Acquisition; Predictor Variables; Vocabulary Development; Writing Skills; Reading Skills; Syntax; Grammar; Childrens Literature; Play; Young Children; Language Skills; Foreign Countries; Australia; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Frühlesen; Fonologie; Satzbau; Satzstruktur; Oral interpretation; Mündlicher Sprachgebrauch; Frühleseunterricht; Schulnote; Studentische Bewertung; Sprachaneignung; Spracherwerb; Prädiktor; Wortschatzarbeit; Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit; Grammatik; 'Children''s literature'; Kinderliteratur; Spiel; Frühe Kindheit; Language skill; Sprachkompetenz; Ausland; Australien
Abstract	This article explores aspects of early language and literacy that may predict later literacy development. It explores a range of assessment procedures used for oral language, vocabulary, sentence structure and phonology and early reading and writing. The article then describes a small-scale study which highlights the disconnections between the oral language and early literacy and suggests that learning to read and write is akin to learning a second language for all children. Finally, the article suggests that young children's early language and literacy can best be assessed using ecologically valid procedures rather than the narrow high-stakes testing of one or two literacy components. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10