Theses and Dissertations
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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.
NSUWorks Citation
Driest, J.
(2012). Teachers' Judgments of Emergent Literacy Skills among Preschoolers. .
Available at: https://nsuworks.nova.edu/cps_stuetd/26