Developing a Measure of Spanish Phonological Awareness for Preschool Age Children: Spanish Individual Growth and Development Indicators

Alisha Wackerle-Hollman, Lillian Durán, Stephanie Brunner, Jose Palma, Theresa Kohlmeier, Michael C. Rodriguez

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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 languageEnglish (US)
Pages (from-to)33-56
Number of pages24
JournalEducational Assessment
Volume24
Issue number1
DOIs
StatePublished - 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 journalArticle

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