Using Pre-Kindergarten Assessment for the Improvement of Literacy Readiness

• In Event: Assessment Studies Focused on Pre-Kindergarten and Early Childhood Design, Development, and Stakeholder Perceptions

Abstract

Over the past 20 years, educational institutions have expanded prekindergarten programs to prepare children for personal success academically and socially. In response to the No Child Left Behind Act of 2001, school districts have placed emphasis on participating in a preschool program and early literacy achievement. Almost one third of pre-K students in the target public school district were not meeting state benchmarks in literacy development and moved into kindergarten with a literacy deficiency.

The purpose of this applied dissertation was to investigate the effect of a midyear formative assessment program on pre-K literacy achievement. The Phonological Awareness Literacy Screening (PALS) was used by the target school district to assess early literacy in the fall and spring.

Author

• Karren Patillo Bailey, Norfolk Public Schools