Screening Pre-Kindergarten Students for Appropriate Literacy Instruction
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Date
2020-09-24
Authors
Charboneau, Thomas
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oregon
Abstract
Current literacy risk identification assessments at the beginning of kindergarten are typically unable to distinguish students who may need additional intense literacy interventions to learn foundational reading skills from those who will make typical growth in literacy as a result of classroom instruction. In contrast, considerable research has attempted to identify literacy risk in pre-kindergarten students, but the assessments are time and resource consuming to administer. In this study, 75 preschool students were assessed using a benchmark preschool assessment that focused on literacy and then predictive validity was explored through the middle of kindergarten. Children’s literacy assessment performance was correlated with their results on later kindergarten assessments to determine if the preschool assessment predicted later risk in literacy. This study provides evidence that the measures are valid and reliable as an early and efficient identifier of students who may benefit from early literacy interventions as they enter kindergarten.
Description
Keywords
Assessment, Literacy, pre-kindergarten, screening