Can We Measure the Transition to Reading? - General Outcome Measures and Early Literacy Development From Preschool to Early Elementary Grades

Oct 15, 2026

Uploaded by Cipher

This study evaluates how well existing measures function as a continuous suite of general outcome measures for assessing children’s early literacy from preschool into early elementary grades. Data come from 316 children aged 3 (including 2 years prekindergarten) through Grade 2, using 8–10 measures covering language, alphabetic principle, phonological awareness, and beginning reading. Results compare measures across grade groups against six standards and discuss implications for seamless assessment, prevention, and early intervention.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Study focus and rationale

Methods and evaluation framework

Measures and standards for GOMs

Findings and implications

AERA Open July-September 2016, Vol. 2, No. 3, pp. 1–15 DOI: 10. 1177/2332858416653756 © The Author(s) 2016. [http://ero.sagepub.com](http://ero.sagepub.com) Can We Measure the Transition to Reading? General Outcome Measures and Early Literacy Development From Preschool to Early Elementary Grades Scott McConnell Alisha Wackerle-Hollman University of Minnesota This study evaluated the extent to which existing measures met standards for a continuous suite of general outcome measures (GOMs) assessing children’s early literacy from preschool through early elementary school. The study assessed 316 children from age 3 years (2 years prekindergarten) through Grade 2, with 8 to 10 measures of language, alphabetic principle, phonological awareness, and beginning reading. We evaluated measures at each grade group against six standards for GOMs extracted from earlier work. We found that one measure of oral language met five or six standards at all grade levels, and several measures of phonological awareness and alphabetic principle showed promise across all five grade levels. Results are discussed in relation to ongoing research and development of a flexible and seamless system to assess children’s academic progress across time for effective prevention and remediation, as well as theoretical and empirical analyses in early literacy, early reading, and GOMs. Keywords: early literacy, reading, general outcome measurement, assessment Reading proficiency ensures early and continued academic achievement. Research shows that early reading achievement prepares for later learning and achievement (e.g., Chard & Kame’enui, 2000; National Early Literacy Panel [NELP], 2009; National Reading Panel, 2000) and that students struggling to read in the earliest grades are apt to continue struggling through school (cf. Stanovich, 1988) . While some historical accounts offactors affecting reading achievement begin analysis with child and instructional practices at or after kindergarten (e.g., Anderson, Hiebert, Scott, & Wilkinson, 1985), theoretical advances (Sénéchal, LeFevre, Smith-Chant, & Colton, 2001; Snow, Burns, & Griffin, 1998; Whitehurst & Lonigan, 1998), descriptive and intervention research (Walker, Greenwood, Hart, & Carta, 1994; Whitehurst et al., 1999), and systematic reviews (Juel, 2006; NELP, 2009; Snow et al., 1998) suggest that children’s status at and before kindergarten (K) controls important variance in reading success. This better understanding of children’s achievement from preschool to early elementary school can help design and evaluate prevention and early intervention services to avert reading disabilities. This “age 3 to Grade 3” focus has sparked significant expansion in curricular, programmatic, and other interventions designed to promote early literacy and prevent later reading delays among high-risk children. Federal priorities (e.g., Early Reading First) expand the formal focus of existing programs (i.e., Head Start and initiatives under the Individuals with Disabilities Education Improvement Act of 2004) through Good Start, Grow Smart, and the Preschool for All federal initiatives. States have also acted, increasing the scope of publicly funded early childhood education to include literacy. Commercial publishers have developed and released >20 scientifically based early literacy curricula, and evidence-based practice portals (e.g., What Works Clearinghouse) now review these curricula online. Theoretical and conceptual models of early literacy development1 in later preschool (NELP, 2009; Sénéchal et al., 2001; Whitehurst & Lonigan, 1998) relate to, but differ from, theoretical analyses of beginning reading in early elementary school (e.g., Adams, 1990; National Reading Panel, 2000) . In general, models of preschool early literacy development emphasize oral language and linguistic processes, phonological sensitivity and analysis, and informal skills for letter-sound correspondence, while models of pri

FAQs

What does the study evaluate about early literacy measures?

It evaluates the extent to which existing measures meet standards for a continuous suite of general outcome measures assessing early literacy from preschool through early elementary grades.

Which children and grade range were included?

The study assessed 316 children from age 3 (including 2 years prekindergarten) through Grade 2.

What kinds of skills do the evaluated measures target?

The measures cover language, alphabetic principle, phonological awareness, and beginning reading.

Oct 15, 2026

Uploaded by Cipher