Theses and Dissertations

Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award

1-1-2012

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Psychology (PhD)

Department

Center for Psychological Studies

First Advisor

Sarah Valley-Gray

Second Advisor

Kristen Jones

Third Advisor

Gene Cash

Keywords

Emergent Literacy, Preschoolers

Abstract

The present study explored the relationship between indirect and direct assessment of preschoolers' emergent literacy skills. Subjects were 207 preschool-aged children, ranging in age from three to five years old who attended either the Mailman Segal Institute (MSI) Family Center, a private preschool comprised of children from primarily upper middle-class homes, or Jack and Jill Children's Center, a publicly subsidized preschool. Indirect assessment of the children's emergent literacy skills was gathered through the completion of the Teacher Rating of Oral Language and Literacy (TROLL) and a modified version of the Pupil Rating Scale (PRS). Direct measurement of the children's emergent literacy skills was obtained through multiple assessments including the Get Ready to Read! (GRTR!),the standardization version of the Preschool Comprehensive Test of Phonological Processing (Pre-CTOPP), and the Woodcock-Johnson III Tests of Cognitive Abilities (WJ IIII COG) and Woodcock-Johnson III Tests of Achievement (WJ III ACH). Overall, results revealed a moderate positive correlation between indirect assessments and direct assessment of emergent literacy with higher teacher ratings on the TROLL and modified PRS correlated with higher scores on the direct assessment measures. When comparing the two preschools, results revealed inconsistent relationships between direct and indirect assessment of emergent literacy skills depending on which assessment measure was utilized.

To access this thesis/dissertation you must have a valid nova.edu OR mynsu.nova.edu email address and create an account for NSUWorks.

Free My Thesis

If you are the author of this work and would like to grant permission to make it openly accessible to all, please click the Free My Thesis button.

  Contact Author

  Link to NovaCat

Share

COinS