[R-0021] S5. Assessment

Citation: Hojnoski, R. L., & Missall, K.N. (2007). Monitoring preschoolers’ language and early literacy growth and development.  Young Exceptional Children, 10, 17-27. doi: 10.1177/109625060701000303

Abstract: The first step in documenting children’s progress toward important goals, such as developing strong oral language and early literacy skills, requires measurable outcomes. Measurable outcomes contribute to our understanding of whether the gains we observe in children are meaningful by adding quantitative evaluation of a child’s progress toward identified goals to our anecdotal observations. Collecting information about children’s growth and developmental progress regularly and systematically can assist teachers in making timely instructional decisions that will support children’s continued development, thus promoting early school success

Integration: One of the key academic tasks for children in elementary school is the development of literacy and reading skills, the foundation of which begins in early childhood. The importance of early language skills and phonological awareness, two important components of early literacy, to later school success has been well documented (Snow, Burns, & Griffin, 1998). Young children with strong language skills and a solid foundation in phonological awareness, or the sound structure of language, are less likely to have difficulties with reading as hey enter kindergarten (Snow et al. 1998; Whitehurst & Lonigan, 1998). During the preschool years, both formal and informal opportunities to develop language and early literacy skills are essential to childrens development in this area. Through their daily interactions with people and materials in their environment, young children are building a foundation for oral language and early literacy that will assist them in learning to read (Beals, DeTemple, & Dickinson, 1994; Notari-Syverson, Oconnor, & Vadasy, 1998).

Content Focus: Inclusion; Language and Literacy Experiences

Notes: This article is easy to ready and could be a good resource for the teachers/paraprofessionals.

Beals, D. E., DeTemple, J. M., & Dickinson, D. (1994). Talking and listening that support early literacy development of children from low-income families. In D. Dickinson (Ed.), Bridges to literacy: Children, families, and schools (pp. 19-40). Cambridge, MA: Blackwell.

Notari-Syverson, A., O’Connor, R. E., & Vadasy, P F. (1998). Ladders to literacy: A preschool activity book. Baltimore: Brookes.

Snow, C. E., Burns, M. S., & Griffin, P (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.