Identifying early literacy learning needs: Implications for child outcome standards and assessment systems

摘要: The origins of conventional literacy skills are evident in early childhood development. Emergent skills, as measured preschool and kindergarten, strong predictors later achievement. Current educational research policy (e.g., No Child Left Behind Act 2001, PL 107-110, 115 Stat. 1425, 2001) emphasize assessment children to inform identification instruction. emergent can serve identify those who may be at risk for reading difficulties. Furthermore, guide the content delivery Failure provide appropriate intervention promote is likely have serious repercussions development skills.