ERIC Number: EJ1103952
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Reference Count: N/A
Measuring Young Children's Alphabet Knowledge: Development and Validation of Brief Letter-Sound Knowledge Assessments
Piasta, Shayne B.; Phillips, Beth M.; Williams, Jeffrey M.; Bowles, Ryan P.; Anthony, Jason L.
Elementary School Journal, v116 n4 p523-548 Jun 2016
Early childhood teachers are increasingly encouraged to support children's development of letter-sound abilities. Assessment of letter-sound knowledge is key in planning for effective instruction, yet the letter-sound knowledge assessments currently available and suitable for preschool-age children demonstrate significant limitations. The purpose of the current study was to use item response theory to create short-form letter-sound assessments that are psychometrically sound, quick and easy to administer, and appropriate for researcher and practitioner use. Letter-sound knowledge data from 940 children attending preschool centers were analyzed. Item response theory analyses indicated that a two-parameter logistic model best fit the data. Further analyses yielded a series of parallel six- and eight-letter forms with adequate test information, reliability, and theta recovery. Implications for assessment and instruction are discussed.
Descriptors: Alphabets, Phoneme Grapheme Correspondence, Preschool Children, Item Response Theory, Instructional Effectiveness, Teaching Methods, Psychometrics, Test Construction, Goodness of Fit, Test Reliability, Test Validity
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: firstname.lastname@example.org; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A