ERIC Number: EJ914442
Record Type: Journal
Publication Date: 2011-Feb
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
Towards Ecologically Valid Assessment in Early Literacy
Hill, Susan
Early Child Development and Care, v181 n2 p165-180 Feb 2011
This article explores aspects of early language and literacy that may predict later literacy development. It explores a range of assessment procedures used for oral language, vocabulary, sentence structure and phonology and early reading and writing. The article then describes a small-scale study which highlights the disconnections between the oral language and early literacy and suggests that learning to read and write is akin to learning a second language for all children. Finally, the article suggests that young children's early language and literacy can best be assessed using ecologically valid procedures rather than the narrow high-stakes testing of one or two literacy components.
Descriptors: Literacy Education, Early Reading, Phonology, Sentence Structure, Oral Language, High Stakes Tests, Emergent Literacy, Evaluation Methods, Student Evaluation, Language Acquisition, Predictor Variables, Vocabulary Development, Writing Skills, Reading Skills, Syntax, Grammar, Childrens Literature, Play, Young Children, Language Skills, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A