Measuring Young Children's Alphabet Knowledge: Development and Validation of Brief Letter-Sound Knowledge Assessments

Autor/inn/en	Piasta, Shayne B.; Phillips, Beth M.; Williams, Jeffrey M.; Bowles, Ryan P.; Anthony, Jason L.
Titel	Measuring Young Children's Alphabet Knowledge: Development and Validation of Brief Letter-Sound Knowledge Assessments
Quelle	In: Elementary School Journal, 116 (2016) 4, S.523-548 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/686222
Schlagwörter	Alphabets; Phoneme Grapheme Correspondence; Preschool Children; Item Response Theory; Instructional Effectiveness; Teaching Methods; Psychometrics; Test Construction; Goodness of Fit; Test Reliability; Test Validity + Suchen Sie Ihr Suchwort? Buchstabenschrift; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Item-Response-Theorie; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Psychometry; Psychometrie; Testaufbau; Testreliabilität; Testvalidität
Abstract	Early childhood teachers are increasingly encouraged to support children's development of letter-sound abilities. Assessment of letter-sound knowledge is key in planning for effective instruction, yet the letter-sound knowledge assessments currently available and suitable for preschool-age children demonstrate significant limitations. The purpose of the current study was to use item response theory to create short-form letter-sound assessments that are psychometrically sound, quick and easy to administer, and appropriate for researcher and practitioner use. Letter-sound knowledge data from 940 children attending preschool centers were analyzed. Item response theory analyses indicated that a two-parameter logistic model best fit the data. Further analyses yielded a series of parallel six- and eight-letter forms with adequate test information, reliability, and theta recovery. Implications for assessment and instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01