title: An evaluation of two emergent literacy screening tools for preschool children.
abstract: Children's reading success in early elementary school can be predicted from their emergent literacy skills. Consequently, there has been an increased focus on early childhood education as a means of identifying children at risk for later reading difficulty. Because diagnostic measures are impractical for this use, emergent literacy screening tools have been developed. In this study, 176 preschool children ranging in age from 42 to 55 months were administered the Revised Get Ready to Read! (GRTR-R), the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Results indicated that GRTR-R either matched or outperformed IGDIs in terms of test-retest reliability and concurrent validity.
authors.affiliation: Department of Psychology, Florida State University, Tallahassee, 32306-4301, USA. wilson@psy.fsu.edu
authors.forename: Shauna B
authors.initials: SB
authors.lastname: Wilson
authors.forename: Christopher J
authors.initials: CJ
authors.lastname: Lonigan
mesh_terms: D002657:Child Development; D002675:Child, Preschool; D004410:Dyslexia / Q000175:diagnosis*; D004522:Educational Status; D005260:Female; D006801:Humans; D007805:Language Development Disorders / Q000175:diagnosis*; D007807:Language Tests / Q000592:standards*; D008297:Male; D008403:Mass Screening / Q000379:methods* / Q000592:standards; D015203:Reproducibility of Results