Abstract
Spanish speakers in the United States are a steadily increasing population, up by 233% since 1980. Given the growing population of dual language learners (DLLs) and the large numbers of Spanish-speaking children enrolled in pre-kindergarten programs, addressing the educational needs of preschool-aged DLLs has become a national imperative. Specifically, the intersection of this growing population and the dearth of appropriate assessment tools to evaluate DLLs early language and literacy skills creates a need for assessments that accurately measure preschool performance. This manuscript reports on the iterative design process of a measure of Spanish phonological awareness for preschool-aged DLLs: Spanish Individual Growth and Development Indicators (S-IGDI) Primeros Sonidos. We employed measure design framework to develop the measure and tested item function within a study of 970, 4–5 year old DLLs. Results, including item level analyses and evidence regarding construct and criterion validity are reported.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 33-56 |
| Number of pages | 24 |
| Journal | Educational Assessment |
| Volume | 24 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2 2019 |
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Developing a Measure of Spanish Phonological Awareness for Preschool Age Children : Spanish Individual Growth and Development Indicators. / Wackerle-Hollman, Alisha; Durán, Lillian; Brunner, Stephanie; Palma, Jose; Kohlmeier, Theresa; Rodriguez, Michael C.
In: Educational Assessment, Vol. 24, No. 1, 02.01.2019, p. 33-56.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Developing a Measure of Spanish Phonological Awareness for Preschool Age Children
T2 - Spanish Individual Growth and Development Indicators
AU - Wackerle-Hollman, Alisha
AU - Durán, Lillian
AU - Brunner, Stephanie
AU - Palma, Jose
AU - Kohlmeier, Theresa
AU - Rodriguez, Michael C.
PY - 2019/1/2
Y1 - 2019/1/2
N2 - Spanish speakers in the United States are a steadily increasing population, up by 233% since 1980. Given the growing population of dual language learners (DLLs) and the large numbers of Spanish-speaking children enrolled in pre-kindergarten programs, addressing the educational needs of preschool-aged DLLs has become a national imperative. Specifically, the intersection of this growing population and the dearth of appropriate assessment tools to evaluate DLLs early language and literacy skills creates a need for assessments that accurately measure preschool performance. This manuscript reports on the iterative design process of a measure of Spanish phonological awareness for preschool-aged DLLs: Spanish Individual Growth and Development Indicators (S-IGDI) Primeros Sonidos. We employed measure design framework to develop the measure and tested item function within a study of 970, 4–5 year old DLLs. Results, including item level analyses and evidence regarding construct and criterion validity are reported.
AB - Spanish speakers in the United States are a steadily increasing population, up by 233% since 1980. Given the growing population of dual language learners (DLLs) and the large numbers of Spanish-speaking children enrolled in pre-kindergarten programs, addressing the educational needs of preschool-aged DLLs has become a national imperative. Specifically, the intersection of this growing population and the dearth of appropriate assessment tools to evaluate DLLs early language and literacy skills creates a need for assessments that accurately measure preschool performance. This manuscript reports on the iterative design process of a measure of Spanish phonological awareness for preschool-aged DLLs: Spanish Individual Growth and Development Indicators (S-IGDI) Primeros Sonidos. We employed measure design framework to develop the measure and tested item function within a study of 970, 4–5 year old DLLs. Results, including item level analyses and evidence regarding construct and criterion validity are reported.
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UR - http://www.scopus.com/inward/citedby.url?scp=85057539504&partnerID=8YFLogxK
U2 - 10.1080/10627197.2018.1545570
DO - 10.1080/10627197.2018.1545570
M3 - Article
AN - SCOPUS:85057539504
VL - 24
SP - 33
EP - 56
JO - Educational Assessment
JF - Educational Assessment
SN - 1062-7197
IS - 1
ER -