The Preschool Early Literacy Indicators

Kaminski, Ruth A.; Abbott, Mary; Aguayo, Katherine Bravo; Latimer, Rachael; Good, R. H.

doi:10.1177/0271121414527003

Cited by 32 publications

(36 citation statements)

References 10 publications

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“…The seven identified articles were sourced from database searches and gray literature. These included studies investigating structural and convergent validity (hypothesis testing) of the CASL (Reichow et al, 2008 ; Hoffman et al, 2011 ), convergent validity (hypothesis testing) using the CELF-P:2 and the DELV-NR (Pesco and O'Neill, 2012 ), convergent validity (hypothesis testing) of the CELF-P:2 (Kaminski et al, 2014 ), convergent validity (hypothesis testing) of the TELD-3 (Spaulding, 2012 ), diagnostic accuracy of the CELF-P (Eadie et al, 2014 ), and internal consistency and test-retest reliability of the CASL pragmatic judgment subtest (McKown et al, 2013 ). All articles appeared to be have been published by authors independent of the developers of the assessments.…”

Section: Resultsmentioning

confidence: 99%

“…Comparisons between manuals and independent articles are limited to instances where studies with adequate methodology from both a manual and an article are available for a measurement property. These included three instances examining convergent validity of the CASL, CELF:P-2 and DELV-NR (Hoffman et al, 2011 ; Pesco and O'Neill, 2012 ; Kaminski et al, 2014 ). In all three of these examples, the articles were rated as reporting conflicting evidence whilst studies in manuals were rated as having positive evidence.…”

Section: Discussionmentioning

confidence: 99%

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Psychometric Properties of Language Assessments for Children Aged 4–12 Years: A Systematic Review

et al. 2017

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Introduction: Standardized assessments are widely used by speech pathologists in clinical and research settings to evaluate the language abilities of school-aged children and inform decisions about diagnosis, eligibility for services and intervention. Given the significance of these decisions, it is important that assessments have sound psychometric properties.Objective: The aim of this systematic review was to examine the psychometric quality of currently available comprehensive language assessments for school-aged children and identify assessments with the best evidence for use.Methods: Using the PRISMA framework as a guideline, a search of five databases and a review of websites and textbooks was undertaken to identify language assessments and published material on the reliability and validity of these assessments. The methodological quality of selected studies was evaluated using the COSMIN taxonomy and checklist.Results: Fifteen assessments were evaluated. For most assessments evidence of hypothesis testing (convergent and discriminant validity) was identified; with a smaller number of assessments having some evidence of reliability and content validity. No assessments presented with evidence of structural validity, internal consistency or error measurement. Overall, all assessments were identified as having limitations with regards to evidence of psychometric quality.Conclusions: Further research is required to provide good evidence of psychometric quality for currently available language assessments. Of the assessments evaluated, the Assessment of Literacy and Language, the Clinical Evaluation of Language Fundamentals-5th Edition, the Clinical Evaluation of Language Fundamentals-Preschool: 2nd Edition and the Preschool Language Scales-5th Edition presented with most evidence and are thus recommended for use.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Psychometric Properties of Language Assessments for Children Aged 4–12 Years: A Systematic Review

et al. 2017

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“…Early literacy and language development is an important hallmark of early childhood development (NELP, 2008 Kaminski et al, 2013), however few pair their rigorous design process with complementary explicit design to support DBDM.…”

Section: Developing An Assessment Tool To Support Data-based Decisionmentioning

confidence: 99%

Meeting in the Middle: Future Directions for Researchers to Support Educators' Assessment Literacy and Data-Based Decision Making

et al. 2019

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Assessment is prevalent throughout all levels of education in the United States. Even though educators are familiar with the idea of assessing students, familiarity does not necessarily ensure assessment literacy, or data-based decision making (DBDM) knowledge. Assessment literacy and DBDM are critical in education, and early childhood education in particular, to identify and intervene on potential barriers to students' development. Assessment produces data and evidence educators can use to inform intervention and instructional decisions to improve student outcomes. Given this importance and educators' varying levels of assessment literacy and DBDM knowledge, researchers, and educators should be willing to meet in the middle to support these practices and improve student outcomes. We provide perspective for half of the equation-how researchers can contribute-by addressing important considerations for the design and development of assessment measures, implications of these considerations for future measures, and a case example describing the design, and development of an assessment tool created to support DBDM for educators in early childhood education.

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“…This framework comprises 3 tiers of support: tier 1, whole class instruction based on evidence informed curriculum; tier 2, small group support to address gaps in student learning; and tier 3, more intensive support and frequent monitoring for students who demonstrate a lack of progress [8, 9]. School-wide screening data are used to determine baseline-level functioning for all children and identify students who may benefit from further support [10].…”

Section: Assessment Within the Response To Intervention Frameworkmentioning

confidence: 99%

“…It is widely accepted within the literature that a range of valid, reliable, and sensitive tools, with normative data are needed in order to assess early oral language skills [9, 34, 35]. Traditionally, school-based SLPs have been recommended to utilise a variety of data gathering and assessment practices [12].…”

Section: Assessment Of Oral Language Proficiencymentioning

confidence: 99%

Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention?

Lennox

Westerveld

Trembath

2017

Folia Phoniatr Logop

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Aims: To compare students’ oral language proficiency on sentence- versus text-level tasks at school entry and following tier 1 intervention in their first year of formal schooling. Methods: 104 students participated in this study. Participants were part of a broader longitudinal study and were enrolled at 3 low socioeconomic, linguistically diverse Australian primary schools. Tasks were administered to all students at the beginning and end of the school year. Performance on the sentence-level task, the Renfrew Action Picture Test (RAPT), was analysed for information and grammar as per the test manual. Performance on the text-level task, the Profile of Oral Narrative Ability, was analysed for measures of story length, mean length of utterance, grammatical accuracy, number of different words, and story quality. Results: Results showed that both tasks are sensitive to measure progress following tier 1 intervention. However, RAPT concern status was not related to oral narrative concern status. Furthermore, if only the RAPT task had been used, between 11 and 21% of students performing below expectations in oral narrative would not have been identified. Conclusion: It is recommended that the assessment of oral language proficiency of students from culturally diverse, low socioeconomic backgrounds goes beyond the sentence level and includes an oral narrative retell task.

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The Preschool Early Literacy Indicators

Cited by 32 publications

References 10 publications

Psychometric Properties of Language Assessments for Children Aged 4–12 Years: A Systematic Review

Psychometric Properties of Language Assessments for Children Aged 4–12 Years: A Systematic Review

Meeting in the Middle: Future Directions for Researchers to Support Educators' Assessment Literacy and Data-Based Decision Making

Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention?

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