Assessing Preschoolers' Emergent Literacy Skills in English and Spanish with the "Get Ready to Read!" Screening Tool

Autor/inn/en	Farver, JoAnn M.; Nakamoto, Jonathan; Lonigan, Christopher J.
Titel	Assessing Preschoolers' Emergent Literacy Skills in English and Spanish with the "Get Ready to Read!" Screening Tool
Quelle	In: Annals of Dyslexia, 57 (2007) 2, S.161-178 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-007-0007-9
Schlagwörter	Speech Communication; Oral Language; Preschool Children; Emergent Literacy; English; Spanish Speaking; Reading Skills; Screening Tests; Phonology; Speech Skills; Prediction + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; English language; Englisch; Reading skill; Lesefertigkeit; Screening-Verfahren; Fonologie; Mündliche Leistung; Sprachfertigkeit; Vorhersage
Abstract	This study investigated the ability of the English and Spanish versions of the "Get Ready to Read!" Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO) at the end of the year. The results revealed that the E-GRTR predicted the EO and ELL children's English emergent literacy skills and the ELL children's Spanish emergent literacy skills, and the S-GRTR predicted the ELL children's English and Spanish emergent literacy skills. For both groups, the E-GRTR and the S-GRTR were better at predicting children's print knowledge in English and Spanish compared to the other emergent literacy measures. The findings suggest that both screeners can be used effectively to assess preschool children's emergent literacy skills. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10