Preparation of this work was supported, in part, by grants from National Institute of Child Health and Human Development (HD052120) and the Institute of Education Sciences (R305B04074, R305B090021, R324E06086). Views expressed herein are solely those of the authors and have not been reviewed or cleared by the grantors.
Assessment of preschool early literacy skills: Linking children's educational needs with empirically supported instructional activities†
Article first published online: 15 MAR 2011
Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company
Psychology in the Schools
Volume 48, Issue 5, pages 488–501, May 2011
How to Cite
Lonigan, C. J., Allan, N. P. and Lerner, M. D. (2011), Assessment of preschool early literacy skills: Linking children's educational needs with empirically supported instructional activities. Psychol. Schs., 48: 488–501. doi: 10.1002/pits.20569
- Issue published online: 4 APR 2011
- Article first published online: 15 MAR 2011
The importance of the preschool period in becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at risk of later reading difficulties to acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings require the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this article, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment. © 2011 Wiley Periodicals, Inc.