The Preschool Early Literacy Indicators: Validity and Benchmark Goals

Assessment is at the center of a decision-making model within a Response to Intervention (RTI) framework. Assessments that can be used for universal screening and progress monitoring in early childhood RTI models are needed that are both psychometrically sound and appropriate to meet developmental n...

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Bibliographic Details
Published in:Topics in early childhood special education 2014-08, Vol.34 (2), p.71-82
Main Authors: Kaminski, Ruth A., Abbott, Mary, Bravo Aguayo, Katherine, Latimer, Rachael, Good, Roland H.
Format: Article
Language:English
Subjects:
Benchmarking
Child development
Clinical Evaluation of Language Fundamentals (Rev)
Cohort Analysis
Comprehension
Correlation
Decision making models
Diagnostic Tests
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Educational evaluation
Educational Indicators
Emergent Literacy
Intervention
Language Fluency
Language Proficiency
Language Skills
Outcome Measures
Pacific Northwest
Peabody Picture Vocabulary Test
Phonological Awareness
Predictive Validity
Preschool education
Preschool Evaluation
Program Validation
Progress Monitoring
Psychometrics
Quantitative psychology
Response to Intervention
Screening Tests
Statistical Analysis
United States (Midwest)
United States (Northeast)
United States (South)
United States (Southwest)
Validation studies
Young Children
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Summary:Assessment is at the center of a decision-making model within a Response to Intervention (RTI) framework. Assessments that can be used for universal screening and progress monitoring in early childhood RTI models are needed that are both psychometrically sound and appropriate to meet developmental needs of young children. The Preschool Early Literacy Indicators (PELI), an assessment tool developed for screening and for progress monitoring, was designed to incorporate psychometrically sound assessment practices within an authentic assessment format. The current study provides data on concurrent and predictive validity of the PELI as well as analyses leading to the development of preliminary benchmark goals on the PELI. The PELI demonstrates significant differences in performance by age and growth in early literacy and language skills across the preschool years. Correlations between the PELI and criterion measures of similar skills are moderate to strong and predictive probabilities with respect to outcome measures are moderate to strong.
ISSN:0271-1214
1538-4845
DOI:10.1177/0271121414527003