NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED524924
Record Type: Non-Journal
Publication Date: 2010
Pages: 170
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-3555-8
ISSN: N/A
Evaluation of an Early Literacy Monitoring Tool for At-Risk Readers
Glesser, Andrea L.
ProQuest LLC, Ph.D. Dissertation, The University of Toledo
This study provided a preliminary analysis of concurrent and discriminative validity for the "Early Literacy Progress Monitoring Assessment Tool" (ELP-MAT; Kaderavek, 2009). Sixty preschool students between the ages of 3 years, 6 months and 5 years of age, from early childhood programs in Northwest Ohio, participated in the study. The students were assigned to one of two groups based on the presence of identified language impairments. Concurrent validity measures were established by assessing the participants with the ELP-MAT and two well-established norm-referenced measures, the "Test of Early Reading Ability, Third Edition" (TERA-3; Reid et al., 2001), and the "Test of Preschool Early Literacy" (TOPEL; Lonigan et al., 2007) phonological awareness (PA) subtests. Data demonstrated that there were substantial positive correlations between the overall raw scores on the ELP-MAT and TERA-3 as well as between individual ELP-MAT and TERA-3 subtests. A substantial positive correlation was also present between the ELP-MAT phonological awareness domain and the TOPEL PA subtests. Discriminative validity for the ELP-MAT was established using an independent t-test to compare the group means of the typically developing students to those of the language impaired students. Data analysis indicated significant differences in all domains, demonstrating that the ELP-MAT is able to effectively differentiate typically developing children from those with language impairments. Results of this early study suggest that the ELP-MAT demonstrates strong psychometric properties with respect to concurrent and discriminative validity. The results are encouraging, suggesting that the ELP-MAT is a valid progress-monitoring tool, worthy of further research for use in early childhood settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio