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Reliability and validity evidence for the EARLI literacy probes
Author(s) -
Reid Melissa A.,
DiPerna James C.,
Morgan Paul L.,
Wa Lei Pui
Publication year - 2009
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20441
Subject(s) - psychology , early literacy , literacy , reliability (semiconductor) , developmental psychology , emergent literacy , test validity , criterion validity , clinical psychology , psychometrics , concurrent validity , construct validity , pedagogy , internal consistency , power (physics) , physics , quantum mechanics
The purpose of this study was to examine the reliability and validity of scores from six early literacy probes developed for use with preschool‐age children. The literacy probes were administered to 84 preschoolers at three time points over a 6‐month period. Also, a criterion measure of early literacy skills was administered to a subset of students. Results indicated that the probes demonstrate adequate reliability for screening decisions, moderate to strong concurrent relationships with a criterion measure, and developmentally appropriate changes in children's early literacy skills over time. These results add to the growing body of evidence supporting the technical adequacy of general outcome measurement for use in monitoring the progress of preschoolers' academic skill development. © 2009 Wiley Periodicals, Inc.