Assessment of preschool early literacy skills: Linking children's educational needs with empirically supported instructional activities

Psychology in the Schools

Volumn 48, Issue 5, 2011, Pages 488-501

  Lonigan, Christopher J ^a   Allan, Nicholas P ^b   Lerner, Matthew D ^b  

^a FLORIDA STATE UNIVERSITY   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79953297930     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20569     Document Type: Article

References (44)

1. Arnold, D. S., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture-book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235-243.
2. Beswick, J. F., Willms, D., & Sloat, E. A. (2005). A comparative study of teacher ratings of emergent literacy skills and student performance on a standardized measure. Education, 126, 116-137.
3. Cabell, S. Q., Justice, L. M., Zucker, T. A., & Kilday, C. R. (2009). Validity of teacher report for assessing the emergent literacy skills of at-risk preschoolers. Language, Speech, and Hearing Services in Schools, 40, 161-173.
4. Cunningham, A. E., & Stanovich, K. E. (1998). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
5. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., et al. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446.
6. Echols, L. D., West, R. F., Stanovich, K. E., & Zehr, K. S. (1996). Using children's literacy activities to predict growth in verbal cognitive skills: A longitudinal investigation. Journal of Educational Psychology, 88, 296-304.
7. Farrington, A. L., & Lonigan, C. J. (2010, June). Validity and domain specificity of parent and teacher reports of preschool children's academic competence. Paper presented at the Fifth Annual Institute of Education Sciences Research Conference, Washington, DC.
8. Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal individual growth curve analysis. Journal of Educational Psychology, 88, 3-17.
9. Glover, T. A. & Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45, 117-135.
10. Goodrich, J. M., & Lonigan, C. J. (2010, June). Accuracy of teacher-administered assessments of preschool children's early language and literacy skills. Paper presented at the Fifth Annual Institute of Education Sciences Research Conference. Washington, DC.
11. Graney, S. B. (2008). General education teacher judgments of their low-performing students' short-term reading progress. Psychology in the Schools, 45, 537-549.
12. Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. Circle Pines, MN: American Guidance Service.
13. Hecht, S. A., & Greenfield, D. B. (2001). Comparing the predictive validity of first grade teacher ratings and reading-related tests on third grade levels of reading skills in young children exposed to poverty. School Psychology Review, 30, 50-69.
14. Invernizzi, M., Sullivan, A., & Meier, J. (2001). Phonological Awareness Literacy Screening-Pre-Kindergarten. Charlottesville, VA: University of Virginia.
15. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
16. Lambert, R. G. (2004). The Developmental Continuum Assessment System for ages 3 to 5: The assessment component of The Creative Curriculum® for Preschool; Technical Report. Retrieved May 11, 2010 from
17. Landry, S. H., Anthony, J. L., Swank, P. R., & Monseque-Bailey, P. (2009). Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Journal of Educational Psychology, 101, 448-465.
18. Lonigan, C. J. (2004, August). Evaluation of components of a pre-literacy intervention with children at-risk. Paper presented at the Annual Convention of the American Psychological Association, Honolulu, HI.
19. Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent variable longitudinal study. Developmental Psychology, 36, 596-613.
20. Lonigan, C. J., Farver, J. M., Phillips, B. M., & Clancy-Menchetti, J. (2011). Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24, 305-337.
21. Lonigan, C. J., Schatschnieder, C., & Westberg, L. (2008a). Impact of code-focused interventions on young children's early literacy skills. In Developing early literacy: Report of the National Early Literacy Panel (pp. 107-151). Washington, DC: National Institute for Literacy.
22. Lonigan, C. J., Schatschneider, C., & Westberg, L. (2008b). Identification of children's skills and abilities linked to later outcomes in reading, writing, and spelling. In Developing Early Literacy: Report of the National Early Literacy Panel (pp. 55-106). Washington, DC: National Institute for Literacy.
23. Lonigan, C. J., Shanahan, T., & Cunningham, A. (2008). Impact of shared-reading interventions on young children's early literacy skills. In Developing Early Literacy: Report of the National Early Literacy Panel (pp. 153-171). Washington, DC: National Institute for Literacy.
24. Lonigan, C. J., & Wilson, S. B. (2008). Report on the Revised Get Ready to Read! Screening Tool: Psychometrics and normative information. Technical Report. New York: National Center for Learning Disabilities.
25. McConnell, S. R. (2002). Individual Growth and Development Indicators. Minneapolis, Minnesota: University of Minnesota.
26. Missall, K. N., & McConnell, S. R. (2004). Psychometric characteristics of Individual Growth and Development Indicators: Picture naming, rhyme, and alliteration (Tech. Rep. No. 8). Minneapolis, MN: University of Minnesota, Center for Early Education and Development.
27. Molfese, V. J., Molfese, D. L., Modglin, A. T., Walker, J., & Neamon, J. (2004). Screening early reading skills in preschool children: Get Ready to Read. Journal of Psychoeducational Assessment, 22, 136-150.
28. Morrison, F. J., Smith, L., & Dow-Ehrensberger, M. (1995). Education and cognitive development: A natural experiment. Developmental Psychology, 31, 789-799.
29. National Center for Education Statistics. (2009). The nation's report card: Reading 2009. Retrieved May 20, 2010 from
30. National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. Washington, DC: U.S. Department of Health and Human Services.
31. Phillips, B. M., Clancy-Menchetti, J., & Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in Early Childhood Special Education, 28, 3-17.
32. Phillips, B. M., Lonigan, C. J., & Wyatt, M. (2009). Predictive validity of the Get Ready to Read! screener: Concurrent and long-term relations with reading-related skills. Journal of Learning Disabilities, 42, 133-147.
33. Piasta, S. B., Purpura, D. J., & Wagner, R. K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23, 607-626.
34. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press.
35. Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42, 795-819.
36. Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
37. Torgesen, J. K., & Burgess, S. R. (1998). Consistency of reading-related phonological processes throughout early childhood: Evidence from longitudinal-correlational and instructional studies. In J. L Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 161-188). Mahwah, NJ: Lawrence Erlbaum.
38. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
39. Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., et al. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468-479.
40. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
41. Whitehurst, G. J., & Lonigan, C. J. (2001). Get Ready to Read! screening tool. New York, NY: National Center for Learning Disabilities.
42. Wiig, E. H., Secord, W. A., & Semel, E. (2004). Clinical Evaluation of Language Fundamentals Preschool (2nd ed.). San Antonio, TX: Harcourt Assessment.
43. Wilson, S. B., & Lonigan, C. J. (2009). Emergent literacy screeners for preschool children: An evaluation of Get Ready To Read! and Individual Growth and Development Indicators. Annals of Dyslexia, 59, 115-131.
44. Wilson, S. B., & Lonigan, C. J. (2010). Identifying preschool children at-risk of later reading difficulties: Evaluation of two emergent literacy screening tools. Journal of Learning Disabilities, 43, 62-76.