Assessing Early Literacy with Hispanic Preschoolers: The Factor Structure of the Phonological Awareness Literacy Screening--Español

Autor/inn/en	Yaden, David B., Jr.; Marx, Ronald W.; Cimetta, Adriana D.; Alkhadim, Ghadah S.; Cutshaw, Christina
Titel	Assessing Early Literacy with Hispanic Preschoolers: The Factor Structure of the Phonological Awareness Literacy Screening--Español
Quelle	In: Hispanic Journal of Behavioral Sciences, 39 (2017) 2, S.193-210 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986316688877
Schlagwörter	Hispanic American Students; Emergent Literacy; Preschool Children; Factor Structure; Screening Tests; Spanish Speaking; Phonological Awareness; Alphabets; English Language Learners; Preschool Education; Early Intervention + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Faktorenstruktur; Screening-Verfahren; Buchstabenschrift
Abstract	For two decades, it has been recommended that assessment of literacy for preschool children be conducted in a child's primary language. However, only a few literacy assessments have been validated with a preschool, Spanish-speaking population. The purpose of the present study was to test the latent structure of the Phonological Awareness Literacy Screening for Preschool (PALS-PreK) Español with a sample of Spanish-speaking children in the southwestern United States. Children who could recognize at least 16 uppercase and nine lowercase letters were included in the analyses. Subscales of the PreK Español included Name Writing, Letter/Sound Association, Print Concepts, and Rhyme Awareness. Confirmatory factor analysis resulted in a two-factor model of alphabet knowledge (upper and lowercase letter recognition, letter sounds) and print and phonological awareness (name writing, print and rhyme awareness, letter sounds) with letter sounds loading on both factors. We found that the structure of PALS-PreK Español is similar to the English version and discussed implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01