Assessment of Early Developing Phonological Awareness Skills: A Comparison of the Preschool Individual Growth and Development Indicators and the Phonological Awareness and Literacy Screening–PreK     

Maura Jones Moyle  John Heilmann  S. Sue Berman 《Early education and development》2013,24(5):668-686

Research Findings: Assessing the development of early literacy skills is necessary in order to identify children with delays, provide appropriate intervention, and monitor progress. The purpose of the current study was to compare the data obtained from 2 curriculum-based assessments of phonological awareness skills in a sample of low-income, urban preschoolers. Participants included 227 children from Head Start and other community-based preschool classrooms located in a midwestern city. The Preschool Individual Growth and Development Indicators (IGDIs) and the Phonological Awareness and Literacy Screening–PreK (PALS-PreK) were administered in the fall and spring of the year. Results suggested that the PALS-PreK was more advantageous than the IGDIs in terms of providing meaningful data for this group of children. The IGDIs appeared to be more appropriate for developmentally advanced preschoolers in this population. Practice or Policy: There remains a critical need for assessments of emergent literacy that are appropriate for diverse groups of preschool children and can feasibly be used for monitoring development.  相似文献   

Oral Language and Reading in Bilingual Children     

Jon F. Miller  John Heilmann  Ann Nockerts  Aquiles Iglesias  Leah Fabiano  David J. Francis 《Learning disabilities research & practice》2006,21(1):30-43

This article examines the question: Do lexical, syntactic, fluency, and discourse measures of oral language collected under narrative conditions predict reading achievement both within and across languages for bilingual children? More than 1,500 Spanish–English bilingual children attending kindergarten–third grade participated. Oral narratives were collected in each language along with measures of Passage Comprehension and Word Reading Efficiency. Results indicate that measures of oral language in Spanish predict reading scores in Spanish and that measures of oral language skill in English predict reading scores in English. Cross‐language comparisons revealed that English oral language measures predicted Spanish reading scores and Spanish oral language measures predicted English reading scores beyond the variance accounted for by grade. Results indicate that Spanish and English oral language skills contribute to reading within and across languages.  相似文献   

Early Head Start Teachers’ Perception of Coaching Experiences     

Heilmann  John  Moyle  Maura  Sparrow  Tracey  Meurer  John 《Early Childhood Education Journal》2022,50(7):1233-1245

Early Childhood Education Journal - A rich literature describes the efficacy of coaching programs for early care and education (ECE) teachers. ECE teachers can provide unique insights into the...  相似文献