Volume 25, Issue 2 (1996)
Toward a Technology for Assessing Basic Early Literacy Skills
Ruth A. Kaminski, Roland H. Good III
Abstract: This study examined the reliability, validity, and sensitivity of experimental measures developed to assess three areas of early literacy: phonological awareness, vocabulary development, and fluency in letter naming. The measures were designed for repeated use to identify children with difficulty acquiring basic early literacy skills and to evaluate the effectiveness of interventions for these children. Subjects were 38 kindergarten and 40 first grade children. Results indicated that the measures displayed adequate psychometric properties for kindergarten children who were not yet reading. Reliabilities were moderate to high and evidence was obtained for the criterion-related validity of the measures. Sensitivity of the measures was supported, although further research is needed. As expected, the experimental measures were less useful for first graders who were reading well. Implications for practice are discussed.
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