Overview

Assessment in Emergent Literacy is a practical guide to identifying preschool and early school-aged children’s strengths and needs across multiple domains of emergent and early literacy, to include phonological awareness, print awareness, narrative, vocabulary, and motivation. Specific approaches to assessing and monitoring growth in “high priority” areas of literacy are provided. This handbook also provides guidance for evaluating children’s learning environments, including supports with the home and classroom.

This user-friendly manual:

• Discusses the importance of supporting children’s learning and development through assessment
• Presents special considerations for assessment, including information regarding assessing children who are English Language Learners, assessing children who have disabilities, and assessing children in unique classroom and home contexts
• Provides practical recommendations for how early literacy professionals might use the information they gain from assessments to make decisions regarding the amount and types of professional development that teachers require or the kinds of activities and practices toward which early literacy professionals should direct additional attention

Written to serve as the ideal resource for early literacy professionals at both pre-professional and post-graduate levels, it is also an essential volume for reading specialists, literacy coaches, special educators, speech-language pathologists, preschool teachers, kindergarten teachers and others involved with planning and conducting assessments in programs serving children who have not yet begun formal reading instruction.

Audience

Primary Subject: Speech and Language Pathology / Literacy
Audience Level: Professional/Textbook - 90 Days

• Assessing Contexts of Learning and Development
• Introduction: Measuring Contexts of Learning and Development and Children's Early Literacy Growth
  Khara L. Pence, Ph.D.
• Assessing Classroom Language and Literacy Richness
  Alice K. Wiggins, M.Ed., Kelly A. Marshall, M.Ed., and Sarah A. F. Friel, BSC, MSC, CCC-SLP
• Assessing Professionals' Knowledge and Skills
  Marcia R. Davidson, Ph.D. and Paula F. Moore, Ed.D.
• Assessing Home Supports for Literacy
  Tricia A. Zucker, B.B.A, M.Ed. and Staci L. Grant, M.Ed.
• Assessing Implementation of Literacy Curricula
  Sharon Walpole, Ph.D. and Katrin L. Blamey, M.A.
• Assessing the Quality of Storybook Reading
  Margaret M. Sutton, M.Ed., Amy E. Sofka, M.Ed., Kathryn E. Bojczyk, Ph.D., and Stephanie M. Curenton, Ph.D.
• Assessing Children’s Growth and Development.
• Assessing Phonological Awareness
  C. Melanie Schuele, Ph.D., Lori E. Skibbe, Ph.D., and Prema K.S. Rao, Ph.D.
• Assessing Print Knowledge
  Sonia Q. Cabell, M.Ed., Anita S. McGinty, M.A., CCC-SLP, and Laura M. Justice, Ph.D., CCC-SLP
• Assessing Narrative Development
  Stephanie M. Curenton, Ph.D. and Tamika D. Lucas, M.Ed., CCC-SLP
• Assessing Vocabulary Development
  Khara L. Pence, Ph.D., Kathryn E. Bojczyk, Ph.D., and Rihana S. Williams, Ph.D.
• Assessing Literacy Motivation and Orientation
  Erin M. McTigue, Ph.D., Angela R. Beckman, M.S., CCC-SLP, and Joan N. Kaderavek, Ph.D., CCC-SLP

About The Author

Khara Pence, Ph.D.

Khara L. Pence, Ph.D. is a Research Faculty in the Curry School of Education at the University of Virginia.

Contributors

Alice Wiggins, M.Ed.

Amy Sofka, M.Ed.

Angela Beckman, M.S.

Anita McGinty, M.A.

C. Melanie Schuele, Ph.D.

Erin McTigue, Ph.D.

Joan Kaderavek, Ph.D.

Kathryn Bojczyk, Ph.D.

Katrin Blamey, M.A.

Kelly Marshall, M.Ed.

Laura Justice, Ph.D.

Lori Skibbe, Ph.D.

Marcia Davidson, Ph.D.

Margaret Sutton, M.Ed.

Paula Moore, Ed.D.

Prema Rao, Ph.D.

Rihana Williams, Ph.D.

Sarah Friel, B.Sc., M.Sc.

Sharon Walpole, Ph.D.

Sonia Cabell, M.Ed.

Staci Grant, M.Ed.

Stephanie Curenton, Ph.D.

Tamika Lucas, M.Ed.

Tricia Zucker, B.B.A, M.Ed.

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