title: Curriculum-based emergent literacy assessment in early childhood.
abstract: Speech-language pathologists who work in early childhood settings are concerned with monitoring and evaluating progress and making appropriate instructional adjustments to promote at-risk children's language and literacy development. Curriculum-based assessment can be effective in providing practitioners with this type of information. This article discusses processes and procedures for implementing curriculum-based assessment and suggests methods that professionals can use to teach assessment tasks to children who struggle with the task demands.
authors.affiliation: McKay School of Education, Brigham Young University, Provo, UT 84602, USA. kendra_hall@byu.edu
authors.forename: Kendra M
authors.initials: KM
authors.lastname: Hall
authors.forename: Barbara
authors.initials: B
authors.lastname: Culatta
authors.forename: Sharon
authors.initials: S
authors.lastname: Black
mesh_terms: D002675:Child, Preschool; D003479:Curriculum; D004522:Educational Status; D006801:Humans; D007806:Language Disorders / Q000628:therapy*; D013066:Speech-Language Pathology / Q000379:methods