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dc.contributor.authorNeumann, MM
dc.contributor.authorNeumann, DL
dc.date.accessioned2018-11-19T12:31:59Z
dc.date.available2018-11-19T12:31:59Z
dc.date.issued2014
dc.date.modified2014-06-03T02:54:31Z
dc.identifier.issn0300-4430
dc.identifier.doi10.1080/03004430.2013.853054
dc.identifier.urihttp://hdl.handle.net/10072/59785
dc.description.abstractThere is a need for more comprehensive assessments of young children's emerging print knowledge. Traditional letter and numeral identification assessments score children's responses as either correct or incorrect and this approach can underestimate what children know. The present study tested an assessment scale that scored three- and four-year-old children's (N?=?69; M age?=?49.17 months) responses along a continuum from no letter and numeral name knowledge, to using a mix of non-conventional and conventional names, through to full mastery. Compared to traditional scoring, the new scale was more comprehensive because it included more elements of each child's emerging knowledge of letter and numeral identification and was more sensitive to individual differences among children. The emergent print identification scale can be used to inform learning and teaching in the early years classroom and be used in early literacy research.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kindgom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1142
dc.relation.ispartofpageto1159
dc.relation.ispartofissue8
dc.relation.ispartofjournalEarly Child Development and Care
dc.relation.ispartofvolume184
dc.rights.retentionY
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchEarly childhood education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode390302
dc.titleA measure of emerging print knowledge in young children
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorNeumann, David L.


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