Measures and References: References: Print Awareness

Return to References: Print Awareness factor page.

Measures

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.

Concepts About Print (CAP): (Clay, 2000): Informal assessment of print awareness for students in kindergarten and first grade

References

Clay, M. M. (2014). Stones: The concepts about print test. Auckland, NZ: Heinemann Education Systems.

Dilnot, J., Hamilton, L., Maughan, B., & Snowling, M. J. (2017). Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia. Development and Psychopathology, 29(1), 235-244.

Justice, L. M., & Ezell, H. K. (2001). Word and print awareness in 4-year-old children. Child Language Teaching and Therapy, 17(3), 207-225.

Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11(1), 17-29.

Lefebvre, P., Trudeau, N., & Sutton, A. (2011). Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers. Journal of Early Childhood Literacy, 11(4), 453-479.

Lovelace, S., & Stewart, S. R. (2007). Increasing print awareness in preschoolers with language impairment using non-evocative print referencing. Language, Speech, and Hearing Services in Schools, 38(1), 16-30.

McGinty, A. S., Breit-Smith, A., Fan, X., Justice, L. M., & Kaderavek, J. N. (2011). Does intensity matter? Preschoolers' print knowledge development within a classroom-based intervention. Early Childhood Research Quarterly, 26(3), 255-267.

Ozernov-Palchik, O., Norton, E. S., Sideridis, G., Beach, S. D., Wolf, M., Gabrieli, J. D., & Gaab, N. (2017). Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading. Developmental Science, 20(5), e12471.

Puranik, C. S., Lonigan, C. J., & Kim, Y. S. (2011). Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children. Early Childhood Research Quarterly, 26(4), 465-474.

Shaul, S., & Nevo, E. (2015). Different speed of processing levels in childhood and their contribution to early literacy and reading abilities. Early Childhood Research Quarterly, 32, 193-203.

Terrell, P., & Watson, M. (2018). Laying a firm foundation: Embedding evidence-based emergent literacy practices into early intervention and preschool environments. Language, Speech, and Hearing Services in Schools, 49(2), 148-164.