Assessing the Early Literacy Skills of Toddlers: The Development of Four Foundational Measures

Autor/inn/en	Weigel, Daniel J.; Martin, Sally S.; Lowman, Jennifer L.
Titel	Assessing the Early Literacy Skills of Toddlers: The Development of Four Foundational Measures
Quelle	In: Early Child Development and Care, 187 (2017) 3-4, S.744-755 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1236089
Schlagwörter	Toddlers; Emergent Literacy; Test Validity; Test Reliability; Beginning Reading; Beginning Writing; Knowledge Level; Concept Formation; Books; Visual Perception; Early Intervention; Interviews; Questionnaires; Family Environment; Measurement Techniques; Age Differences; Preschool Language Scale + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Frühleseunterricht; Testvalidität; Testreliabilität; Erstleseunterricht; Erstschreibunterricht; Wissensbasis; Concept learning; Begriffsbildung; Book; Buch; Monographie; Monografie; Visuelle Wahrnehmung; Interviewing; Interviewtechnik; Fragebogen; Familienmilieu; Messtechnik; Age; Difference; Age difference; Altersunterschied
Abstract	Several challenges arise when researchers or practitioners attempt to assess the literacy skills of toddlers, including a lack of developmentally appropriate measures, toddlers' more limited communication ability, and how literacy is defined in the years before age three. This paper describes four new measures of early literacy development and provides preliminary evidence of their reliability and validity. Results show that the measures of Representational Knowledge, Concepts About Symbols, Book Handling Skills, and Environmental Symbols all performed well in a sample of 148 toddlers. The findings hold several implications for the study of the literacy development of toddlers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01