Gruhn, Sophie/ SG
The initial validation of a Test of Emergent Literacy.
Master thesis, Taalwetenschappen - Multilingualism (Master).
Since emergent literacy abilities build the foundation for subsequent academic achievement, developmental problems in literacy should be diagnosed as early as possible. The development of the first English draft of the Test of Emergent Literacy (TEL) for this study overcomes a lack of emergent literacy assessments at pre-school level which consider the early interaction of children within their literate environment as predictor of prospective literacy achievement at school. In contrast to conventional literacy tests, the TEL bases its construct on a communicative perspective on language. Prospective equivalents of the TEL in several languages can contribute to the equality of educational chances in multilingual societies, because especially children from varied backgrounds are at risk of literacy underachievement due to differences in their literacy experiences. After the test draft was designed, it went through several refinement stages in order to adjust the test to the principles of responsible test design articulated by Weideman (2009b), which served as a primary framework for the initial validation of the TEL. The evaluation of eight experts, and the results of the pilot test of 54 South African, English-medium pre-school children (5 to 6 years) support the theoretical justification of the design, its high level of reliability, and the effectiveness of the instrument, besides the social requirements for tests (fairness, utility, efficiency) to which the TEL also conforms. In conclusion, potential test refinements are presented which may further increase the reliability, effectiveness and efficiency of the test.
|Begeleiders aan de RUG:
|Hilton, N.H. (Nanna Haug)|
|Weideman, Prof. A.|
||Taalwetenschappen - Multilingualism (Master)
|Datum van aanlevering:
||03 Jun 2016 09:23
||03 Jun 2016 09:23
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