About The Book

Assessment in Emergent Literacy is a practical guide to identifying preschool and early school-aged children’’ strengths and needs across multiple domains of emergent and early literacy, to include phonological awareness, print awareness, narrative, vocabulary, and motivation. Specific approaches to assessing and monitoring growth in high priority areas of literacy are provided. This handbook also provides guidance for evaluating children’s learning environments, including supports with the home and classroom.

This user-friendly manual:

  • Discusses the importance of supporting children’s learning and development through assessment
  • Presents special considerations for assessment, including information regarding assessing children who are English Language Learners, assessing children who have disabilities, and assessing children in unique classroom and home contexts
  • Provides practical recommendations for how early literacy professionals might use the information they gain from assessments to make decisions regarding the amount and types of professional development that teachers require or the kinds of activities and practices toward which early literacy professionals should direct additional attention

Written to serve as the ideal resource for early literacy professionals at both pre-professional and post-graduate levels, it is also an essential volume for reading specialists, literacy coaches, special educators, speech-language pathologists, preschool teachers, kindergarten teachers and others involved with planning and conducting assessments in programs serving children who have not yet begun formal reading instruction.

About The Author

Khara L. Pence, PhD, is a Research Assistant Professor at the University of Virginia in the Curry School of Education and the Center for Advanced Study of Teaching and Learning, with an appointment in the Preschool Language & Literacy Lab. Khara’s interests are in language and literacy development, particularly for children who are at risk for language and literacy difficulties.

Table Of Contents

  • Assessing Contexts of Learning and Development
  • Introduction: Measuring Contexts of Learning and Development and Children’s Early Literacy Growth
    Khara L. Pence, Ph.D.
  • Assessing Classroom Language and Literacy Richness
    Alice K. Wiggins, M.Ed., Kelly A. Marshall, M.Ed., and Sarah A. F. Friel, BSC, MSC, CCC-SLP
  • Assessing Professionals’ Knowledge and Skills
    Marcia R. Davidson, Ph.D. and Paula F. Moore, Ed.D.
  • Assessing Home Supports for Literacy
    Tricia A. Zucker, B.B.A, M.Ed. and Staci L. Grant, M.Ed.
  • Assessing Implementation of Literacy Curricula
    Sharon Walpole, Ph.D. and Katrin L. Blamey, M.A.
  • Assessing the Quality of Storybook Reading
    Margaret M. Sutton, M.Ed., Amy E. Sofka, M.Ed., Kathryn E. Bojczyk, Ph.D., and Stephanie M. Curenton, Ph.D.
  • Assessing Children’s Growth and Development.
  • Assessing Phonological Awareness
    C. Melanie Schuele, Ph.D., Lori E. Skibbe, Ph.D., and Prema K.S. Rao, Ph.D.
  • Assessing Print Knowledge
    Sonia Q. Cabell, M.Ed., Anita S. McGinty, M.A., CCC-SLP, and Laura M. Justice, Ph.D., CCC-SLP
  • Assessing Narrative Development
    Stephanie M. Curenton, Ph.D. and Tamika D. Lucas, M.Ed., CCC-SLP
  • Assessing Vocabulary Development
    Khara L. Pence, Ph.D., Kathryn E. Bojczyk, Ph.D., and Rihana S. Williams, Ph.D.
  • Assessing Literacy Motivation and Orientation
    Erin M. McTigue, Ph.D., Angela R. Beckman, M.S., CCC-SLP, and Joan N. Kaderavek, Ph.D., CCC-SLP

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