ERIC Number: ED266442
Record Type: Non-Journal
Publication Date: 1986-Jan
Reference Count: N/A
Testing Kindergarten Children's Knowledge about Reading. Technical Report No. 368.
Mason, Jana; And Others
Two contrasting kindergarten reading programs (book-focused and letter-focused) were chosen for a study that evaluated the ability of the Early Reading Test to probe children's knowledge of stories as well as letters, sounds, and words. The test also evaluated the kinds of strategies children use to attempt reading tasks and, through interview questions, determined children's awareness about reading and how they are learning to read. Although results indicated small between-school differences, the large within-school differences suggested that the test may be a useful diagnostic instrument for teachers. (Included are (1) a description of the following reading tasks: upper-case letter naming and printing, spelling, reading sign and label words, reading pseudowords, and common book words, reading pictured labels, reading simple stories, and telling and retelling stories; (2) a discussion of interview questions used to assess children's awareness of how to read; and (3) case studies of the out-of-school literacy experiences of two children from each of the contrasting instructional settings.) (HOD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.