A Brief Screening Tool for Literacy Skills in Preschool Children: An Item Response Theory Analysis

Autor/inn/en	Ecalle, Jean; Thierry, Xavier; Magnan, Annie
Titel	A Brief Screening Tool for Literacy Skills in Preschool Children: An Item Response Theory Analysis
Quelle	In: Journal of Psychoeducational Assessment, 38 (2020) 8, S.995-1013 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Magnan, Annie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282920922079
Schlagwörter	Preschool Children; Screening Tests; Item Response Theory; French; Emergent Literacy; Age Differences; Gender Differences; Socioeconomic Status; Foreign Countries; France + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Screening-Verfahren; Item-Response-Theorie; Französisch; Frühleseunterricht; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Ausland; Frankreich
Abstract	In a large-scale study conducted in 4- to 5-year-old French-speaking preschoolers (N = 12,162), early literacy skills were assessed with four short tasks designed to investigate three domains related to learning to read: letter knowledge, phonological skills, and vocabulary. This tool was developed in response to the lack of available literacy screening tools for this population. Item response theory (IRT) analyses were used to examine the discrimination and difficulty parameters of each item. Then, a structural model confirmed that all the scores contributed to a latent ability, namely, early literacy. Three variables, namely, sociodemographic zone, age, and gender, are related to performance on literacy skills. Finally, an IRT with these variables as covariates confirms that all of them explained the difference in the scores in each domain except for zone in the case of letter-name knowledge (without significant link). This initial tool for French-speaking preschoolers could be used to identify children with early difficulties and help promote early language interventions to combat subsequent difficulties in learning to read. (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	2024/1/01