Portuguese Early Literacy Screening Tool- RaLEPE: Pilot Study

Sapage, Sara Pereira; Cruz-Santos, Anabela

doi:10.5209/rlog.71711

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…Early assessment and intervention provide better support for the student. In this sense, a recent nationwide study was carried out in the country with the aim of developing and establishing norms of the Preschool Early Literacy Screening Tool (Rastreio de Literacia Emergente Pré-escolar; RaLEPE) as a screening tool useful for early intervention in childhood to provide early diagnosis and contribute to early intervention for children with language and learning disorders (Sapage & Cruz-Santos, 2021).…”

Section: Discussionmentioning

confidence: 99%

Language Assessment of Preschool and School-Age Children at Risk for Language Disorders in Residential Care Settings

Miranda,

Cruz-Santos

2024

EJES

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Adequate language development is central to a child's academic and social development. This study aimed to assess the language of 35 preschool and school-aged Portuguese children in residential care in four social institutions, using the Grelha de Observação da Linguagem (GOL-E) developed by Kay and Santos (2014), a validated tool in Portuguese. The results of the study showed that in terms of language competence, compared to the normative results expected for their age: a) Of the thirty-five children assessed, only three were at or above the 50th percentile; b) Twelve children were between the 5th and 25th percentiles; c) Eight children were in the 10th percentile; d) Of the children between the 11th and 12th percentiles, only one was in the 90th and 75th percentiles; e) Eleven children were in the 10th and 25th percentiles; f) One child at the age of 12 was in the 5th percentile. Most of the children were in percentiles below those expected for their age group. According to the definition of speech and language disorders, we can observe that a group of these children fall under the condition of speech and language disorders, but have not been formally identified in the educational system, putting them at risk of failure in school and life. This study highlights the importance of language assessment and special education services for children living in institutions in Portugal. More studies with this population in these age groups are needed to better understand the language competencies of children living in residential care. Article visualizations:<img src="/-counters-/edu/0058/a.php" alt="Hit counter" />

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Section: Discussionmentioning

confidence: 99%

Language Assessment of Preschool and School-Age Children at Risk for Language Disorders in Residential Care Settings

Miranda,

Cruz-Santos

2024

EJES

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“…In some countries, preschool screening in literacy development has received little attention [16], or there is a lack of clarity about optimal early literacy screening measures to identify children for additional instructional support [6]. In Portugal, screening tools for emergent literacy skills in preschool children are scarce-although there are several assessment batteries to examine language domains and cognitive and motor development in an individualized format [34][35][36]. In terms of group screening tests, Batalha and colleagues [37] recently published a collective assessment instrument that aims to diagnose deficits in oral language, reading, and writing in children attending preschool (5 years) or the early years of primary school (first and second grades).…”

Section: The Present Studymentioning

confidence: 99%

“…This tool evaluates a broad range of skills, such as emergent literacy and decoding skills, but does not include vocabulary. Other early literacy screening tests, such as the RaLEPE [36], are also available in Portugal, but are not administered directly to children, instead being completed by parents/caregivers. Therefore, a screening tool for 4-6-year-old Portuguese-speaking children was developed considering three domains that are known to be early literacy predictors of reading and writing: phonological awareness, vocabulary, and print knowledge [28,31,33,35].…”

Section: The Present Studymentioning

confidence: 99%

Development of a Group Emergent Literacy Screening Tool

Cruz¹,

Mendes²,

Marques³

et al. 2023

Children

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It is important to identify children who are struggling with emergent literacy skills as early as possible to provide them with the support they need to prevent future academic failure. Screening tools administered in groups are more cost-effective than those administered individually, but few are available in Portugal. The goal of this study was to explore the psychometric properties (difficulty, reliability, and validity) of a group emergent literacy screening test for Portuguese-speaking children. The test includes two phonological awareness tasks, one vocabulary task, and one concepts of print task. The sample comprised 1379 children from pre-K (n = 314), kindergarten (n = 579), and first grade of primary education (n = 486). Measures of emergent literacy, reading and writing skills, and academic achievement were used to test the validity of the screening test. The Rasch model results suggest that the tasks were suitably difficult for the kindergarten group, but had varying levels of difficulty for pre-K and first grade. Reliability was adequate for the tasks with an appropriate level of difficulty. Scores for the screening test were highly correlated with measures of literacy and with academic achievement. These findings suggest that the presented emergent literacy screening test is valid and reliable, making it a useful tool for practice and research.

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Promoting Shared Responsibilities in Developing Children’s Early Literacy and Reading Culture in Rwanda

Manirakiza,

Ngoboka,

Rurangangabo

et al. 2024

AJERNET

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Reading is of paramount importance in the modern era. It is an invaluable tool to instill knowledge in people and lead them to sustainable development. This study aimed to investigate the shared responsibilities of stakeholders in promoting early literacy and reading culture in Rwanda. The study was conducted in five districts in Rwanda, one in each province, including the city of Kigali. This study is conducted within the framework of the Theory of Emergent Literacy (EL) pioneered by Marie Clay (1926–2007) (Rohde, 2015; Teale, 1986; Tracey and Morrow, 2006), according to which literacy development begins very early in life and children’s early reading and writing experiences are of considerable importance in their overall literacy development. The study applied a descriptive research design, which consists of collecting quantitative and qualitative data. The target population was 437,988, which was the total number of households in the five districts. It involved 598 parents in selected households, school administrators, and local authorities. A convenience sampling technique was used to select parents, while a purposive sampling technique was applied to select school administration and local authorities. A questionnaire, interviews, and observation were used as data collection tools. The data were analyzed using descriptive statistics and thematic analysis. The findings of the study revealed that parents carry out their responsibilities and interactions with children by cultivating a reading culture and reading stories to them before school age. Findings also showed that parents acknowledge teachers’ interactions with children through giving them take-home reading assignments. The strategies that are used to develop early literacy and reading culture include showing pictures, using games and songs, and devoting some hours to reading on specific days in a week. The study identified challenges including parents’ illiteracy and poverty preventing them from being involved in their children’s education, the lack of enough books in schools, and overcrowded classes. It is recommended that government support be increased by making reading materials more accessible to children; that parents’ role in developing the reading culture and early literacy should be more visible; and that there is a need for adult literacy education to enable parents to read to their children and monitor their reading practice.

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Portuguese Early Literacy Screening Tool- RaLEPE: Pilot Study

Cited by 3 publications

References 15 publications

Language Assessment of Preschool and School-Age Children at Risk for Language Disorders in Residential Care Settings

Language Assessment of Preschool and School-Age Children at Risk for Language Disorders in Residential Care Settings

Development of a Group Emergent Literacy Screening Tool

Promoting Shared Responsibilities in Developing Children’s Early Literacy and Reading Culture in Rwanda

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