Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities

Autor/inn/en	Lonigan, Christopher J.; Allan, Nicholas P.; Lerner, Matthew D.
Titel	Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities
Quelle	In: Psychology in the Schools, 48 (2011) 5, S.488-501 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20569
Schlagwörter	Preschool Children; Emergent Literacy; Educational Needs; Oral Language; Phonological Awareness; Alphabets; Knowledge Level; Evidence; Printed Materials; Familiarity; Predictor Variables; Reading Achievement; Reading Instruction; Learning Activities + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Educational need; Bildungsbedarf; Oral interpretation; Mündlicher Sprachgebrauch; Buchstabenschrift; Wissensbasis; Evidenz; Prädiktor; Leseleistung; Leseunterricht; Lernaktivität
Abstract	The importance of the preschool period in becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at risk of later reading difficulties to acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings require the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this article, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10