A Curriculum-Based Measure of Language Comprehension for Preschoolers: Reliability and Validity of the Assessment of Story Comprehension
| Autor: | Howard Goldstein, Amber Sherman, Elizabeth Spencer Kelley, Luke McCune, Trina D. Spencer |
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| Rok vydání: | 2017 |
| Předmět: |
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05 social sciences 050301 education Fidelity Education Comprehension Curriculum-based measurement Reading comprehension Reading (process) General Health Professions Developmental and Educational Psychology 0501 psychology and cognitive sciences Early childhood Psychology 0503 education Curriculum Reliability (statistics) 050104 developmental & child psychology media_common Cognitive psychology |
| Zdroj: | Assessment for Effective Intervention. 42:209-223 |
| ISSN: | 1938-7458 1534-5084 |
| DOI: | 10.1177/1534508417694121 |
| Popis: | Despite research demonstrating the importance of language comprehension to later reading abilities, curriculum-based measures to assess language comprehension abilities in preschoolers remain lacking. The Assessment of Story Comprehension (ASC) features brief, child-relevant stories and a series of literal and inferential questions with a focus on causal and predictive inference skills surrounding the main story grammar components and a novel vocabulary word. Following an overview of the iterative development process and pilot studies, this article presents preliminary evidence of the fidelity of administration, reliability of scoring, alternate form reliability, and validity of the ASC. In all, 237 preschoolers, ages 3 to 5 years old, participated in this study. Fidelity of administration and scoring reliability averaged over 90%. Concurrent validity with two established language measures revealed correlations ranging from .67 to .81. Test–retest reliability and internal consistency also indicated high levels of reliability for this new tool; however, alternate form reliability results suggest further work is needed. Preliminary results indicate that the ASC holds promise as a viable curriculum-based measure that early childhood educators can use for monitoring preschoolers’ progress in language comprehension. |
| Databáze: | OpenAIRE |
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