Identifying early literacy learning needs: Implications for child outcome standards and assessment systems

The origins of conventional literacy skills are evident in early childhood development. Emergent literacy skills, as measured in preschool and kindergarten, are strong predictors of later literacy achievement. Current educational research and policy (e.g., No Child Left Behind Act of 2001, PL 107-110, 115 Stat. 1425, 2001) emphasize assessment of preschool children to inform identification and instruction. The assessment of emergent literacy skills can serve to identify those children who may be at risk for later reading difficulties. Furthermore, assessment can guide the content and delivery of early literacy instruction. Failure to identify children early and provide appropriate intervention to promote emergent literacy skills is likely to have serious repercussions for later development of conventional reading skills.

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