NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1191128
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0034-0510
Literacy Curricula and Assessment: A Survey of Early Childhood Educators in Two States
Gischlar, Karen L.; Vesay, Joanne P.
Reading Improvement, v55 n3 p106-117 Fall 2018
Research has consistently demonstrated the importance of early literacy instruction, as these skills are the developmental precursors to conventional reading. In this study, 215 early childhood educators in two states responded to a survey regarding early literacy curricula and assessment. Results indicated that most teachers used either a commercially available general or literacy specific curriculum, despite the fact that most of these programs do not have adequate research support to document effectiveness. Furthermore, the majority of teachers reported use of teacher-made assessments to monitor student progress in these curricula. Generally, teacher-made assessments have been proven psychometrically unsound, which may indicate that they are not accurate indicators of student progress. Given the importance of early literacy skill acquisition, future research should be conducted to explore the efficacy of different commercially available curricula and to identify the most valid means for monitoring student progress. [This article was originally published in volume 51, number 3.]
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.com/reading-improvement.html
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey; Pennsylvania