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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.
Home Literary Environment Survey (Kubis, 1996): Student self-report of their access to books and other reading materials and the literary practices in their home
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
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.
Dolan, J. E. (2016). Splicing the divide: A review of research on the evolving digital divide among K-12 students. Journal of Research on Technology in Education, 48(1), 16-37.
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.
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.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2008). Role of cognitively stimulating home environment in children's academic intrinsic motivation: A longitudinal study. Child Development, 69(5), 1448-1460.
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.
Krashen, S. (2013). Access to books and time to read versus the Common Core State Standards and tests. English Journal, 103(2), 21-29.
Kubis, M. (1996). The relationship between home literary environments and attitudes toward reading in ninth-graders. ERIC Document Reproduction Service No. ED, 385, 822.
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.
McGeown, S. P., Duncan, L. G., Griffiths, Y. M., & Stothard, S. E. (2015). Exploring the relationship between adolescent's reading skills, reading motivation and reading habits. Reading and Writing, 28(4), 545-569.
McQuillan, J. (2006). The effects of print access and print exposure on English vocabulary acquisition of language minority students. The Reading Matrix, 6(1).
Merga, M. K. (2014). Peer group and friend influences on the social acceptability of adolescent book reading. Journal of Adolescent & Adult Literacy, 57(6), 472-482.
Merga, M. K. (2015). Access to books in the home and adolescent engagement in recreational book reading: Considerations for secondary school educators. English in Education, 49(3), 197-214.
Moje, E.B., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard Educational Review, 78(1), 107-154.
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.
Partin, K., & Hendricks, C. G. (2002). The relationship between positive adolescent attitudes toward reading and home literary environment. Reading Horizons, 43(1), 8.
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.
Scholastic. (2019). Kids & Family Reading Report - 7th Edition. New York, NY: Scholastic, Inc.
Schultz, K., Hull, G., & Higgs, J. (2016). After writing, after school. Handbook of Writing Research, 102-115.
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.
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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