| Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities. | |
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MedLine Citation:
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PMID: 22180666 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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The importance of the preschool period for 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 acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings requires the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this paper, 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. |
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Authors:
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Christopher J Lonigan; Nicholas P Allan; Matthew D Lerner |
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Publication Detail:
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Type: JOURNAL ARTICLE |
Journal Detail:
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Title: Psychology in the schools Volume: 48 ISSN: 0033-3085 ISO Abbreviation: - Publication Date: 2011 May |
Date Detail:
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Created Date: 2011-12-19 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 0042715 Medline TA: Psychol Sch Country: - |
Other Details:
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Languages: ENG Pagination: 488-501 Citation Subset: - |
Affiliation:
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Department of Psychology and the Florida Center for Reading Research, Florida State University. |
Export Citation:
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Descriptor/Qualifier:
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| Grant Support | |
ID/Acronym/Agency:
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P50 HD052120-01//NICHD NIH HHS |
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