Can We Measure the Transition to Reading? General Outcome Measures and Early Literacy Development from Preschool to Early Elementary Grades

Autor/inn/en	McConnell, Scott; Wackerle-Hollman, Alisha
Titel	Can We Measure the Transition to Reading? General Outcome Measures and Early Literacy Development from Preschool to Early Elementary Grades
Quelle	In: AERA Open, 2 (2016) 3, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Evaluation Methods; Student Evaluation; Emergent Literacy; Preschool Children; Preschool Education; Elementary School Students; Kindergarten; Grade 1; Grade 2; Primary Education; Age Differences; Language Skills; Alphabets; Phonological Awareness; Beginning Reading; Oral Language; Reading Tests; Reading Fluency; Achievement Tests; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Primarbereich; Age; Difference; Age difference; Altersunterschied; Language skill; Sprachkompetenz; Buchstabenschrift; Erstleseunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This study evaluated the extent to which existing measures met standards for a continuous suite of general outcome measures (GOMs) assessing children's early literacy from preschool through early elementary school. The study assessed 316 children from age 3 years (2 years prekindergarten) through Grade 2, with 8 to 10 measures of language, alphabetic principle, phonological awareness, and beginning reading. We evaluated measures at each grade group against six standards for GOMs extracted from earlier work. We found that one measure of oral language met five or six standards at all grade levels, and several measures of phonological awareness and alphabetic principle showed promise across all five grade levels. Results are discussed in relation to ongoing research and development of a flexible and seamless system to assess children's academic progress across time for effective prevention and remediation, as well as theoretical and empirical analyses in early literacy, early reading, and GOMs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01