A Measure of Emergent Literacy for Students with Severe Developmental Disabilities

Autor/inn/en	Baker, Joshua N.; Spooner, Fred; Ahlgrim-Delzell, Lynn; Flowers, Claudia; Browder, Diane M.
Titel	A Measure of Emergent Literacy for Students with Severe Developmental Disabilities
Quelle	In: Psychology in the Schools, 47 (2010) 5, S.501-513 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20486
Schlagwörter	Listening Comprehension; Developmental Disabilities; Factor Analysis; Emergent Literacy; Severe Disabilities; Nonverbal Tests; Models; Construct Validity; Item Analysis; Replication (Evaluation); Goodness of Fit; Measurement Techniques + Suchen Sie Ihr Suchwort? Hörverständnis; Entwicklungsstörung; Faktorenanalyse; Frühleseunterricht; Severe disability; Schwerbehinderung; Analogiemodell; Itemanalyse; Messtechnik
Abstract	This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K-fourth-grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six-factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one-factor model of emergent literacy was the best-fitting model. Implications and limitations are discussed. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10