Return to Literacy Environment factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
The Classroom Literacy Environmental Profile (CLEP) (Wolfersberger et al., 2004): Assesses the richness of the Literacy Environment in first to sixth grade classrooms
The Author Recognition Test (ART) (Stanovich & West, 1989): Measures print exposure by presenting students with a list of true authors and foils and asking them to indicate which ones they know
Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102(4), 773-785.
Braten, I., Lie, A., Andreassen, R. U. N. E., & Olaussen, B. S. (1999). Leisure time reading and orthographic processes in word recognition among Norwegian third-and fourth-grade students. Reading and Writing, 11(1), 65-88.
Compton, D. L. (2002). The relationships among phonological processing, orthographic processing, and lexical development in children with reading disabilities. The Journal of Special Education, 35(4), 201-210.
Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83(2), 264-274.
Ecalle, J. (2006). Time ́3. Test d'identification de mots e ́crits pour enfants de 7 a`15 ans [Written word recognition test for children from 7 to 15 y.o]. Paris: Mot-`a-Mot.
Ecalle, J., & Magnan, A. (2008). Relations between print exposure and literacy skills: New evidence from Grade 1-5. British Journal of Developmental Psychology, 26(4), 525-544.
Elliot C.D., Smith P. & McCulloch K. (1996) British Ability Scales: Second Edition (BAS II). NFER Nelson, Windsor, UK.
Foy, J. G., & Mann, V. (2003). Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24, 59-88.
Frederickson N., Frith U. & Reason R. (1997) Phonological Assessment Battery. NFER Nelson, London, UK.
Goldin‐Meadow, S., & Mayberry, R. I. (2001). How do profoundly deaf children learn to read?. Learning Disabilities Research & Practice, 16(4), 222-229.
Graham, S., Harris, K. R., & Santangelo, T. (2015). Research-based writing practices and the common core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115(4), 498-522.
Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.
Katzir, T., Lesaux, N. K., & Kim, Y. S. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing, 22(3), 261-276.
Krashen, S. (2013). Access to books and time to read versus the Common Core State Standards and tests. English Journal, 103(2), 21-29.
Lehmann, R. H., Peek, R., & Poerschke, J. (1997). HAMLET 3-4: Hamburger Lesetest fu ̈ r 3 bis 4 Klassen [HAMLET 3- 4: Hamburg Reading Test for Grades 3 to 4]. Weinheim, Germany: Beltz.
Masland, L. C., & Lease, A. M. (2016). Characteristics of academically-influential children: achievement motivation and social status. Social Psychology of Education, 19(1), 195-215.
McKool, S. S. (2007). Factors that influence the decision to read: An investigation of fifth grade students' out-of-school reading habits. Reading Improvement, 44(3), 111-132.
Nauck, J., & Otte, R. (1980). Diagnostischer Test Deutsch [Diagnostic test German]. Braunschweig, Germany: Westermann.
Owings, J., McMillan, M., Ahmed, S., West, J., Quinn, P., Hausken, E., ... & Pollack, J. (1994). A guide to using NELS: 88 data. Washington, DC: National Center for Education Statistics.
Plester, B., Wood, C., & Joshi, P. (2009). Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes. British journal of Developmental psychology, 27(1), 145-161.
Rosner, J. (1975). Test of Auditory Analysis Skills. Novato, CA: Academic Therapy.
Senechal, M., Hill, S., & Malette, M. (2018). Individual differences in grade 4 children's written compositions: The role of online planning and revising, oral storytelling, and reading for pleasure. Cognitive Development, 45, 92-104.
Stanovich, K. E., & West, R. F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 45(4), 402-433.
Wiederholt, J. L., & Blalock, G. (2000). Gray Silent Reading Test. Austin, TX: PRO-ED.
Wigfield, A. & Guthrie, J.T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432.
Wolfersberger, M.E., Reutzel, D.R., Sudweeks, R. & Fawson, P.C. (2004). Developing and validating the classroom environmental profile (CLEP): A tool for examining the 'print richness' of early childhood and elementary classrooms. Journal of Literacy Research, 36(2), 211-272.
Wood, C., Jackson, E., Hart, L., Plester, B., & Wilde, L. (2011). The effect of text messaging on 9‐and 10‐year‐old children's reading, spelling and phonological processing skills. Journal of Computer Assisted Learning, 27(1), 28-36.
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