Investigating the social validity of an early literacy assessment tool in New Zealand classrooms : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
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Date
2018
DOI
Open Access Location
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Massey University
Rights
The Author
Abstract
There
is
vast
evidence
that
emergent
literacy
skills
provide
the
foundation
for
reading
success.
Print
concept
knowledge
and
listening
comprehension
are
two
emergent
literacy
skills
that
make
important
contributions
to
reading
and
can
be
developed
in
early
childhood.
However,
some
children
may
start
school
without
the
necessary
knowledge
to
succeed
with
formal
literacy
instruction
and
will
be
at-‐risk
for
underachievement.
Appropriate
assessment
and
subsequent
support
can
produce
positive
outcomes
for
these
children,
however,
there
are
currently
few
tools
dedicated
to
assessing
print
concept
knowledge
and
listening
comprehension
in
the
early
stages
of
schooling.
The
current
research
involved
the
development
of
an
assessment
tool
that
assessed
these
skill
areas.
Four
Year
0-‐1
teachers
in
New
Zealand
then
trialled
the
tool
with
children
who
they
perceived
may
need
additional
literacy
support.
Interviews
were
conducted
to
seek
teacher
perceptions
about
the
tool’s
social
validity.
Findings
suggest
this
tool
could
be
an
effective
resource
for
teachers
who
prefer
authentic
assessment
and
it
has
the
potential
to
provide
valuable
information
about
a
child’s
understanding
of
print
concept
knowledge
and
listening
comprehension
abilities
to
inform
teacher
planning.
Future
directions
for
related
research
are
discussed
including
the
recommendation
for
a
larger
scale
study
seeking
feedback
from
a
greater
number
of
teachers
in
New
Zealand.
Description
Keywords
Language arts (Primary), New Zealand, Evaluation, Literacy, Study and teaching (Primary), School children, Rating of, Ability in children, Testing