Purpose and Authenticity in Early Literacy Assessment

Reading ◽  
1999 ◽  
Vol 33 (1) ◽  
pp. 33-40 ◽  
Author(s):  
Cathy Nutbrown
Keyword(s):  
Early Literacy ◽  
Literacy Assessment ◽  
Early Literacy Assessment

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

scholarly journals Framework Development of Serious Game-Based Instrument for Malay Language Early Literacy Assessment

2019 ◽  
Vol 10 (12) ◽  
pp. 3235-3242
Author(s):  
Rohani Aziz ◽  
Helmi Norman ◽  
Norazah Nordin ◽  
Fatin Nabilah Wahid ◽  
Ruslina Ibrahim
Keyword(s):  
Early Literacy ◽  
Serious Game ◽  
Literacy Assessment ◽  
Framework Development ◽  
Early Literacy Assessment

scholarly journals Políticas públicas de alfabetização

2019 ◽  
Vol 72 (3) ◽  
pp. 271-290
Author(s):  
Leonor Scliar-Cabral
Keyword(s):  
Public Schools ◽  
Early Literacy ◽  
First Year ◽  
Literacy Assessment ◽  
Reading And Writing ◽  
Final Version ◽  
Fluency And Comprehension ◽  
The Common ◽  
National Literacy ◽  
Early Literacy Assessment

In the 2016 National Early Literacy Assessment (ANA) (INEP, 2017), 2,160,601 students from Brazilian public schools were evaluated at the end of the 3rd year of the Early Literacy Cycle, in reading and writing, among which only 12.99% reached the aimed level (4) in reading and only 8.28% reached the aimed level (5) in writing. However, in Lagarto city (Sergipe State), which, according to the aforementioned evaluation, had ranked last in Brazil, with only 3.02% of students at the aimed level in reading, and penultimate place in writing, with only 1.84%, things became quite different. Being taught by Scliar Early Literacy System, seventy children were reading with fluency and comprehension and, above all, with pleasure, by the end of the first year, in 2017. I analyze two documents on early literacy public policies: The final version of the Common National Curricular Base (BRAZIL, MEC 2017) and the decree 9.765 of April 11, 2019, which establishes the National Literacy Policy and Iexplain why the lack of knowledge about advances in sciences such as linguistics, psycholinguistics, neuropsychology and neuroscience leads to failure in early literacy.

Development of Early Literacy Assessment

2016 ◽  
Vol 40 ◽  
pp. 259-277
Author(s):  
Hoon Um ◽  
Jongseong Jeong
Keyword(s):  
Early Literacy ◽  
Literacy Assessment ◽  
Early Literacy Assessment

Latent variable structure and measurement invariance of a modified early literacy assessment

2017 ◽  
Vol 6 (3) ◽  
pp. 208-222
Author(s):  
Adriana D. Cimetta ◽  
Ronald W. Marx ◽  
David B. Yaden ◽  
Ghadah S. Alkhadim ◽  
Christina A. Cutshaw
Keyword(s):  
Early Literacy ◽  
Measurement Invariance ◽  
Latent Variable ◽  
Variable Structure ◽  
Literacy Assessment ◽  
Early Literacy Assessment
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