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| 附加的形体格式： | Lindemer, Candace L. The development of a rating scale to measure the quality of preschool literacy environments (OCoLC)156582881 |
|---|---|
| 材料类型： | 硕士论文/博士论文 |
| 文件类型： | 书 |
| 所有的著者/提供者： |
Candace L Lindemer |
| OCLC号码： | 156587763 |
| 注意： | "May, 2006." Advisor, Isadore Newman; Co-Advisor/Committee member, Lisa Lenhart; Committee members, Evangeline Newton, Carole Newman, Harold Foster; Department Chair, Evonn Welton; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. |
| 描述： | xii, 246 leaves ; 29 cm. |
| 丛书名： | University of Akron.; College of Education.; Dissertations |
| 责任： | Candace L. Lindemer. |
摘要：
"The purpose of this study was to develop an instrument that would evaluate the quality of literacy practices in preschool settings and gather validity estimates in content, expert judge, and concurrent validity. The review of the literature in Chapter 2 identified constructs representative of preschool literacy development (content validity). These constructs were organized into 3 areas: Teaching Effectiveness, Classroom Context, and Student Engagement. This information was compiled and used as the basis for the development of Tables of Specification. These tables were reviewed by four experts in the field of education. Expert opinion regarding all constructs as representative of preschool literacy development was less than .87 -- the mean estimate (expert judge validity). The results of the Tables of Specification were used to generate the Preschool Evaluation Scale of Early Literacy. The scale included only those items agreed upon by 3/4 of the experts as representative of preschool literacy development. Next, the scale was employed in 11 classrooms to obtain a composite score for literacy constructs observed. Then, these scale composite scores were compared with students' reading achievement scores (N=59) on the TERA -- 3 Test of Early Reading Ability -- 3rd edition to identify significant relationships between classroom practices and student achievement. Only students enrolled in the program for the second year and who spoke English as a first language were included in this study. Multiple Regression Analysis was used to test all hypotheses including alternative hypotheses in order to strengthen internal validity. In conclusion, The Preschool Evaluation Scale of Early Literacy was found to be significant at the .01 alpha level in predicting student reading achievement."--abstract.
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