Concurrent validity of the <i>Preschool Early Literacy Indicators</i> with a New Zealand sample of 5-year-olds entering primary school

Cameron, Tracy A.; Carroll, Jane; Schaughency, Elizabeth

doi:10.1080/21683603.2020.1805382

Cited by 8 publications

(7 citation statements)

References 31 publications

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“…Results align with prioritizing screening and early identification of learning needs in reading in NZ (MoE, 2019). Our findings add to research on PELI® NZ at school entry (Cameron, Carroll, & Schaughency, 2022) and progress monitoring with FSF, LSF, and NZWIF-Y1 over the first 6 months (T. A. Cameron, Carroll, et al, 2022), supporting predictive validity to literacy progress after 1 year of school.…”

Section: Discussionsupporting

confidence: 67%

“…Composite scores were calculated using PELI ® ‘s manual-provided formula. In this sample, PELI ®NZ demonstrated concurrent validity with criterion measures of similar constructs ( r s = .52–.82; T. A. Cameron, Carroll, & Schaughency, 2022) and predictive validity for later early reading skills ( r s = .53–.64; T.…”

Section: Methodsmentioning

confidence: 82%

“…Typically within 2 weeks of starting school, children were assessed on the PELI ® story (form) recommended for end of preschool, “A Day at the Beach” (Kaminski et al, 2018), adapted for NZ English (see T. A. Cameron, Carroll, & Schaughency, 2022, for details).…”

Section: Methodsmentioning

confidence: 99%

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School-entry skills and early skill trajectories predict reading after 1 year.

Cameron¹,

Schaughency²,

Taumoepeau³

et al. 2023

School Psychology

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Oral language and early literacy skills are theorized to provide the foundation for reading acquisition. To understand these relations, methods are needed that depict dynamic skill development in the context of reading acquisition. We modeled contributions of school-entry skills and early skill trajectories to later reading with 105 5-year-old children beginning primary school and formal literacy instruction in New Zealand. Children were assessed at school-entry (Preschool Early Literacy Indicators), followed every fourth school week over their first 6 months of school (five probes of First Sound Fluency, Letter Sound Fluency, and New Zealand Word Identification Fluency: Year 1), and after 1 year of school (researcheradministered and school-used indices of literacy-related skills and reading progress). Modified latent change score (mLCS) modeling was used to describe skill development from repeated progress-monitoring data. Ordinal regression and structural equation modeling (path analyses) indicated skills at school-entry and early learning trajectories, indexed by mLCS, predicted children's early literacy progress. Results have implications for research and screening in beginning reading, supporting school-entry screening and progress monitoring of early literacy skills in beginning reading acquisition. Impact and ImplicationsThis study demonstrated the contributions of school-entry screening and repeated assessment of early literacy and word reading skills across children's first 6 months of school and reading instruction to later reading progress. Analyses identified consistencies and nuances in contributors to later reading outcomes. Results support school-entry screening and progress monitoring of early literacy skills for early identification and instructional intervention.

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Section: Discussionsupporting

confidence: 67%

Section: Methodsmentioning

confidence: 82%

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School-entry skills and early skill trajectories predict reading after 1 year.

Cameron¹,

Schaughency²,

Taumoepeau³

et al. 2023

School Psychology

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“…Previous evaluations of PELI "A Day at the Beach" have indicated good predictive validity from the composite at mid-year to year-end oral language and early literacy measures (U.S. 4-5 years old; Kaminski et al, 2014) and concurrent validity with other measures assessing similar constructs in this sample (T. A. Cameron et al, 2022).…”

Section: Criterion Measuresmentioning

confidence: 66%

“…In this sample, school-entry LNF demonstrated robust concurrent correlations with an untimed alphabet knowledge task (see T. A. Cameron et al, 2022).…”

Section: Criterion Measuresmentioning

confidence: 91%

Patterns of early literacy and word reading skill development across the first 6 months of school and reading instruction.

et al. 2024

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This study described the growth trajectories of 105 children (n = 55 boys) who had just started primary school in New Zealand (NZ). Children were assessed every fourth school week around 1.5 months after starting school, for five sessions on Dynamic Indicators of Basic Early Literacy Skills first sound fluency (FSF), AIMSweb letter sound fluency (LSF), and a newly created NZ word identification fluency (NZWIF-Y1), designed for alignment with beginning reading instruction in NZ. In addition to progress monitoring tasks, children were assessed at school entry and after progress monitoring on literacy-related criterion measures. All three progress monitoring measures were sensitive to growth over the children’s first 6 months of school. Cross-sectional time-series analyses indicated that within-child increases in FSF and LSF were associated with increases in NZWIF-Y1, although FSF did not add unique variance when both FSF and LSF were entered as predictors. Furthermore, growth mixture modeling indicated three latent growth trajectories for each indicator (FSF, LSF, NZWIF-Y1, respectively): Class 1—high initial scores and strong growth over time (72.09%, 55.87%, 22.81%); Class 2—lower initial scores and moderate growth over time (19.18%, 29.12%, 54.30%); and Class 3—low initial scores and limited progress over time (8.73%, 15.00%, 22.89%). Criterion measures assessed prior and after progress monitoring were typically associated with latent class membership. Results suggest relative growth in performance on repeated assessment of early literacy and word reading skills in beginning reading instruction distinguishes groups of students with differential skill acquisition.

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The Association Between Emergent Literacy and Cognitive Abilities in Kindergarten Children

Ne’eman

Shaul

2022

Child Youth Care Forum

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Concurrent validity of the Preschool Early Literacy Indicators with a New Zealand sample of 5-year-olds entering primary school

Cited by 8 publications

References 31 publications

School-entry skills and early skill trajectories predict reading after 1 year.

School-entry skills and early skill trajectories predict reading after 1 year.

Patterns of early literacy and word reading skill development across the first 6 months of school and reading instruction.

The Association Between Emergent Literacy and Cognitive Abilities in Kindergarten Children

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