Literaturnachweis - Detailanzeige
| Autor/inn/en | Huang, Francis L.; Konold, Timothy R. |
|---|---|
| Titel | A Latent Variable Investigation of the Phonological Awareness Literacy Screening-Kindergarten Assessment: Construct Identification and Multigroup Comparisons between Spanish-Speaking English-Language Learners (ELLs) and Non-ELL Students |
| Quelle | In: Language Testing, 31 (2014) 2, S.205-221 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0265-5322 |
| DOI | 10.1177/0265532213496773 |
| Schlagwörter | Phonological Awareness; Kindergarten; Literacy; Screening Tests; Factor Analysis; Correlation; Spanish Speaking; English Language Learners; Early Intervention; Economically Disadvantaged; Rhyme; Phoneme Grapheme Correspondence; Alphabets; Virginia |
| Abstract | Psychometric properties of the Phonological Awareness Literacy Screening for Kindergarten (PALS-K) instrument were investigated in a sample of 2844 first-time public school kindergarteners. PALS-K is a widely used English literacy screening assessment. Exploratory factor analysis revealed a theoretically defensible measurement structure that was found to replicate in a randomly selected hold-out sample when examined through the lens of confirmatory factor analytic methods. Multigroup latent variable comparisons between Spanish-speaking English-language learners (ELLs) and non-ELL students largely demonstrated the PALS-K to yield configural and metric invariance with respect to associations between subtests and latent dimensions. In combination, these results support the educational utility of the PALS-K as a tool for assessing important reading constructs and informing early interventions across groups of Spanish-speaking ELL and non-ELL students. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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