An Evaluation of Two Emergent Literacy Screening Tools for Preschool Children

Autor/inn/en	Wilson, Shauna B.; Lonigan, Christopher J.
Titel	An Evaluation of Two Emergent Literacy Screening Tools for Preschool Children
Quelle	In: Annals of Dyslexia, 59 (2009) 2, S.115-131 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-009-0026-9
Schlagwörter	Early Childhood Education; Validity; Preschool Children; Emergent Literacy; Evaluation; Reading Achievement; Reading Difficulties + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gültigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Evaluierung; Leseleistung; Reading difficulty; Leseschwierigkeit
Abstract	Children's reading success in early elementary school can be predicted from their emergent literacy skills. Consequently, there has been an increased focus on early childhood education as a means of identifying children at risk for later reading difficulty. Because diagnostic measures are impractical for this use, emergent literacy screening tools have been developed. In this study, 176 preschool children ranging in age from 42 to 55 months were administered the Revised Get Ready to Read! (GRTR-R), the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Results indicated that GRTR-R either matched or outperformed IGDIs in terms of test-retest reliability and concurrent validity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10