Return to Print Awareness 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.
Concepts About Print (CAP) (Clay, 2000): Informal assessment of print awareness for students in kindergarten and first grade
Preschool Word and Print Awareness (PWPA) Protocol (Justice & Ezell, 2001): Teacher or speech-language pathologist asks the student about 14 print-related concepts to assess Print Awareness.
Clay, M. M. (2014). Stones: The concepts about print test. Auckland, NZ: Heinemann Education Systems.
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.
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.
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