Assessment of preschool early literacy skills: Linking children's educational needs with empirically supported instructional activities
Open accessAbstract
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.
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In early literacy development, a distinction is often made between code- and meaning-related skills.
“In early literacy development, a distinction is often made between code-and meaning-related skills (Lonigan et al. 2011).”
From Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities (2018) · cites this paper as Lonigan et al. 2011
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References 35 · Cited by 96
Research works printed but not linked: 2
- Farrington AL Lonigan CJ 2010 June Validity and domain specificity of parent and teacher reports of preschool children’s academic competence Paper presented at the 5th Annual Institute of Education Sciences Research Conference Washington, DC
- Goodrich JM Lonigan CJ 2010 June Accuracy of teacher-administered assessments of preschool children’s early language and literacy skills Paper presented at the 5th Annual Institute of Education Sciences Research Conference Washington, DC
- Authors
- Lonigan, C. J., Allan, N. P., & Lerner, M. D.
- Affiliations
- Florida State University (US)
- Corresponding author
- Lonigan, Christopher J.
- Venue
- Psychology in the Schools
- Publisher
- Wiley
- Published
- 2011-03-15
- Volume
- 48
- Issue
- 5
- Pages
- 488-501
- ISSN
- 0033-3085 (ISSN-L)
- 1520-6807
- PMC
- PMC3237681
- OpenAlex
- W1991489685
- Cited by
- 96
- References
- 35
- Citations by year
- 2026: 6 · 2025: 5 · 2024: 6 · 2023: 5 · 2022: 6 · 2021: 9 · 2020: 7 · 2019: 5 · 2018: 8 · 2017: 7 · 2016: 10 · 2015: 8 · 2014: 6 · 2013: 4 · 2012: 2
- FWCI
- 8.54
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Psychology in the Schools (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P50HD052120)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- early literacy skills, preschool children, reading readiness, phonological awareness, print knowledge, spoken language, diagnostic assessment, screening evaluation, progress monitoring, informal assessment, at-risk readers, reading difficulties, instructional decision-making
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