Assessment in Emergent Literacy

Text Book
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ABOUT THE BOOK
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.

CONTENTS

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

AUDIENCE
Primary: Speech-Language Pathology

RELATED TITLES

1. Clinical Approaches to Emergent Literacy Intervention
   Laura M. Justice, Ph.D.
2. Sharing Books and Stories to Promote Language and Literacy
   Anne van Kleeck
3. Early Literacy Foundations (ELF)
   University of Queensland through the School of Health and Rehabilitation Sciences
4. Phonological Awareness for Literacy (PAL)
   University of Queensland Through the School of Health and Rehabilitation Sciences
5. Children with Hearing Loss: Developing Listening and Talking Birth to Six
   Elizabeth B. Cole, Ph.D. and Carol A. Flexer, Ed.D.