Development of a Group Emergent Literacy Screening Tool

Area of Science:

• Educational Psychology
• Developmental Psychology
• Linguistics

Background:

• Early identification of emergent literacy difficulties is vital for academic success.
• Group-administered screening tools are cost-effective but scarce in Portugal.
• A validated screening tool is needed for Portuguese-speaking children.

Purpose of the Study:

• To evaluate the psychometric properties (difficulty, reliability, validity) of a group emergent literacy screening test.
• To adapt and validate a screening tool for Portuguese preschool and early primary school children.
• To provide a cost-effective method for identifying children at risk for literacy challenges.

Main Methods:

• The study utilized a group emergent literacy screening test comprising phonological awareness, vocabulary, and concepts of print tasks.
• The sample included 1379 children from pre-K, kindergarten, and first grade.
• Rasch modeling and correlational analyses were employed to assess psychometric properties and validity.

Main Results:

• Rasch model analysis indicated suitable task difficulty for kindergarteners, with variability for pre-K and first graders.
• Reliability was adequate for tasks with appropriate difficulty levels.
• Screening test scores showed strong correlations with established measures of literacy and academic achievement.

Conclusions:

• The emergent literacy screening test is a valid and reliable tool for Portuguese-speaking children.
• The test can be effectively used in group settings for early identification of literacy risks.
• This validated tool supports both educational practice and research in emergent literacy.