The Factor Structure of the Phonological Awareness Literacy Screening Pre-K—Español

• In Event: 30.081 - Poster Session 5
  In Poster Session: 30.081-2 - Division L Section 5 Poster Session

Abstract

Despite recommendations that assessment of early literacy skills for pre-school children be conducted in the primary language, only a few assessments have been validated with a preschool, Spanish-speaking- population. The present study tested the latent structure of the PALS-PreK Español with a sample of Spanish-speaking children in the southwestern United States on sub-scales of name writing, letter/sound association, print concepts and rhyme awareness. Confirmatory Factor Analysis resulted in a two-factor model of Alphabet Knowledge (upper and lowercase letter recognition, letter sounds) and Print and Phonological Awareness (name writing, print and rhyme awareness, letter sounds) with letter sounds loading on both factors. Findings indicate that the structure of PALS-PreK Español is similar to the English version and implications are discussed.

Authors

• David B. Yaden, The University of Arizona

• Ronald W. Marx, The University of Arizona

• Adriana Diane Cimetta, The University of Arizona

• Ghadah Saleh Alkhadim, University of Arizona

• Christina Cutshaw, The University of Arizona