A Curriculum-Based Measure of Language Comprehension for Preschoolers: Reliability and Validity of the Assessment of Story Comprehension

Autor/inn/en	Spencer, Trina D.; Goldstein, Howard; Kelley, Elizabeth Spencer; Sherman, Amber; McCune, Luke
Titel	A Curriculum-Based Measure of Language Comprehension for Preschoolers: Reliability and Validity of the Assessment of Story Comprehension
Quelle	In: Assessment for Effective Intervention, 42 (2017) 4, S.209-223 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508417694121
Schlagwörter	Curriculum Based Assessment; Preschool Children; Reading Comprehension; Story Reading; Fidelity; Language Tests; Reliability; Validity; Preschool Teachers; Statistical Analysis; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseverstehen; Language test; Sprachtest; Reliabilität; Gültigkeit; Erzieher; Erzieherin; Kindergärtnerin; Statistische Analyse
Abstract	Despite research demonstrating the importance of language comprehension to later reading abilities, curriculum-based measures to assess language comprehension abilities in preschoolers remain lacking. The Assessment of Story Comprehension (ASC) features brief, child-relevant stories and a series of literal and inferential questions with a focus on causal and predictive inference skills surrounding the main story grammar components and a novel vocabulary word. Following an overview of the iterative development process and pilot studies, this article presents preliminary evidence of the fidelity of administration, reliability of scoring, alternate form reliability, and validity of the ASC. In all, 237 preschoolers, ages 3 to 5 years old, participated in this study. Fidelity of administration and scoring reliability averaged over 90%. Concurrent validity with two established language measures revealed correlations ranging from 0.67 to 0.81. Test-retest reliability and internal consistency also indicated high levels of reliability for this new tool; however, alternate form reliability results suggest further work is needed. Preliminary results indicate that the ASC holds promise as a viable curriculum-based measure that early childhood educators can use for monitoring preschoolers' progress in language comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01