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ERIC Number: EJ1151233
Record Type: Journal
Publication Date: 2017-Sep
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1534-5084
A Curriculum-Based Measure of Language Comprehension for Preschoolers: Reliability and Validity of the Assessment of Story Comprehension
Spencer, Trina D.; Goldstein, Howard; Kelley, Elizabeth Spencer; Sherman, Amber; McCune, Luke
Assessment for Effective Intervention, v42 n4 p209-223 Sep 2017
Despite research demonstrating the importance of language comprehension to later reading abilities, curriculum-based measures to assess language comprehension abilities in preschoolers remain lacking. The Assessment of Story Comprehension (ASC) features brief, child-relevant stories and a series of literal and inferential questions with a focus on causal and predictive inference skills surrounding the main story grammar components and a novel vocabulary word. Following an overview of the iterative development process and pilot studies, this article presents preliminary evidence of the fidelity of administration, reliability of scoring, alternate form reliability, and validity of the ASC. In all, 237 preschoolers, ages 3 to 5 years old, participated in this study. Fidelity of administration and scoring reliability averaged over 90%. Concurrent validity with two established language measures revealed correlations ranging from 0.67 to 0.81. Test-retest reliability and internal consistency also indicated high levels of reliability for this new tool; however, alternate form reliability results suggest further work is needed. Preliminary results indicate that the ASC holds promise as a viable curriculum-based measure that early childhood educators can use for monitoring preschoolers' progress in language comprehension.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Clinical Evaluation of Language Fundamentals
IES Funded: Yes
Grant or Contract Numbers: R324C080011