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ERIC Number: EJ1139134
Record Type: Journal
Publication Date: 2017-May
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0739-9863
Assessing Early Literacy with Hispanic Preschoolers: The Factor Structure of the Phonological Awareness Literacy Screening--Español
Yaden, David B., Jr.; Marx, Ronald W.; Cimetta, Adriana D.; Alkhadim, Ghadah S.; Cutshaw, Christina
Hispanic Journal of Behavioral Sciences, v39 n2 p193-210 May 2017
For two decades, it has been recommended that assessment of literacy for preschool children be conducted in a child's primary language. However, only a few literacy assessments have been validated with a preschool, Spanish-speaking population. The purpose of the present study was to test the latent structure of the Phonological Awareness Literacy Screening for Preschool (PALS-PreK) Español with a sample of Spanish-speaking children in the southwestern United States. Children who could recognize at least 16 uppercase and nine lowercase letters were included in the analyses. Subscales of the PreK Español included Name Writing, Letter/Sound Association, Print Concepts, and Rhyme Awareness. Confirmatory factor analysis resulted in a two-factor model of alphabet knowledge (upper and lowercase letter recognition, letter sounds) and print and phonological awareness (name writing, print and rhyme awareness, letter sounds) with letter sounds loading on both factors. We found that the structure of PALS-PreK Español is similar to the English version and discussed implications.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A