Shauna B. Wilson, Florida State University
Christopher J Lonigan, Florida State University
Abstract: Emergent literacy is defined as the skills, knowledge, and attitudes that children have about reading and writing before they are formally taught these skills. Emergent literacy skills predict later reading success and are often learned during preschool. In addition, children's long-term reading success can be predicted by studying their emergent literacy skills. Thus, it is important to be able to identify children who may be at risk for later reading failure and try to prevent these potential deficits.
Increasingly, progress monitoring is being used as a means of determining instructional strategies for preschoolers. A reliable and valid test of emergent literacy is the TOPEL. Unfortunately, this test can take up to an hour to administer, must be given by a trained professional, and cannot be employed as a monitoring tool, as multiple administrations may invalidate the test. Two alternative emergent-literacy measures, the GRTR and the IGDIs, can be administered by teachers or parents, each take less than 15 minutes to complete, and can be administered more than once with little or no threat to validity.
The purpose of this study is to compare the GRTR and IGDIs. Data will be collected on all three measures twice, approximately three months apart. Thus, we will be able to calculate the concurrent validity of the GRTR and IGDIs as well as both the predictive validity and test-retest reliability of each measure. In addition, we will attempt to uncover which screening measure of the two is a better monitor of emergent literacy in preschoolers.