Bridging the Divide in Early Writing Assessment: A Comparative Analysis of PreK Literacy Measures

Abstract

Early writing assessments shape classroom instruction, yet many standardized tools emphasize transcription over authorship. This comparative analysis examines three PreK assessments to explore how they define and evaluate early writing. Preliminary findings show transcription prioritization creates inequities, affecting how children's writing abilities are understood. Results underscore the need for holistic approaches that capture both transcription and authorship through authentic tasks, multimodal opportunities, and diverse narrative structures.

Authors

• Kimberly Hughes, Texas Woman's University

• Sheila Richburg, Texas Woman's University