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A measure of emergent literacy for students with severe developmental disabilities
Author(s) -
Baker Joshua N.,
Spooner Fred,
AhlgrimDelzell Lynn,
Flowers Claudia,
Browder Diane M.
Publication year - 2010
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.20486
Subject(s) - psychology , phonics , confirmatory factor analysis , literacy , vocabulary , comprehension , developmental psychology , listening comprehension , reading comprehension , active listening , phonological awareness , mathematics education , structural equation modeling , reading (process) , primary education , pedagogy , linguistics , communication , statistics , philosophy , mathematics
This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K–fourth‐grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six‐factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one‐factor model of emergent literacy was the best‐fitting model. Implications and limitations are discussed. © 2010 Wiley Periodicals, Inc.