Growth and Utility of Language and Early Literacy Measures for Young Children

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2023-08-17 DOI:10.1177/10538151231191755

S. McConnell, Alisha K. Wackerle-Hollman, Anthony D. Albano, Erin M. Lease, Marianne Elmquist, Kelsey K. Will

{"title":"Growth and Utility of Language and Early Literacy Measures for Young Children","authors":"S. McConnell, Alisha K. Wackerle-Hollman, Anthony D. Albano, Erin M. Lease, Marianne Elmquist, Kelsey K. Will","doi":"10.1177/10538151231191755","DOIUrl":null,"url":null,"abstract":"Ongoing expansion of early education services in the United States is often rooted in these programs’ contribution to development that promotes later academic and behavioral competence. Multi-tiered systems of support (MTSS, sometimes referred to as Response to Intervention) represent one increasingly common resource to promote desired outcomes for all children. MTSS requires seasonal screening of all students and progress monitoring of those selected for more intensive intervention. This study explores development and evaluation of measures for these uses, designed specifically to assess the language and early literacy development of 3-year-old children. Results from assessment of 449 children describe measure reliability, growth across three seasonal screenings, development of criterion-referenced benchmarks, and variations in growth for children at different levels of initial performance. Results are discussed in terms of normative versus criterion-referenced standards for building MTSS assessment systems as well as future directions for research, policy, and practice.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Intervention","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/10538151231191755","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

Ongoing expansion of early education services in the United States is often rooted in these programs’ contribution to development that promotes later academic and behavioral competence. Multi-tiered systems of support (MTSS, sometimes referred to as Response to Intervention) represent one increasingly common resource to promote desired outcomes for all children. MTSS requires seasonal screening of all students and progress monitoring of those selected for more intensive intervention. This study explores development and evaluation of measures for these uses, designed specifically to assess the language and early literacy development of 3-year-old children. Results from assessment of 449 children describe measure reliability, growth across three seasonal screenings, development of criterion-referenced benchmarks, and variations in growth for children at different levels of initial performance. Results are discussed in terms of normative versus criterion-referenced standards for building MTSS assessment systems as well as future directions for research, policy, and practice.

查看原文本刊更多论文

幼儿语言的成长和使用及早期识字措施

美国早期教育服务的持续扩张通常源于这些项目对发展的贡献，从而提高后来的学术和行为能力。多层支持系统（MTSS，有时被称为干预反应）是一种越来越常见的资源，可以促进所有儿童的预期结果。MTSS要求对所有学生进行季节性筛查，并对选择进行更深入干预的学生进行进度监测。本研究探讨了针对这些用途的措施的制定和评估，旨在评估3岁儿童的语言和早期识字发展。对449名儿童的评估结果描述了测量的可靠性、三次季节性筛查的生长、标准参考基准的制定以及不同初始表现水平儿童的生长变化。结果从建立MTSS评估系统的规范性标准与标准参考标准以及未来的研究、政策和实践方向进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.