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The assessment aligns with the simple view of reading, combining decoding and language comprehension, and contains 134 items across nine tasks. Pilot data from 677 students (2014) and final data from 968 students (2015) show no distinct yet correlated code and oral language dimensions; a single early literacy general factor with task-specific dimensions fits best. Modeling also reveals stable item ordering and relative ease of learning Spanish letters.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/internal-structure-and-item-characteristics-of-the-phonological-awareness-literacy-screening-in-spanish-for-preschool-assessment-for-effective-intervention-2019-vol-444-267-280/592735/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/internal-structure-and-item-characteristics-of-the-phonological-awareness-literacy-screening-in-spanish-for-preschool-assessment-for-effective-intervention-2019-vol-444-267-280/592735.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What method does the study use to examine the screening’s internal structure?","Question",{"text":112,"@type":113},"The study applies multidimensional item response theory (MIRT) to test how the instrument’s tasks and items relate to underlying dimensions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is reading conceptualized in the study’s framework?",{"text":117,"@type":113},"Reading is defined as two equally important dimensions: decoding and language comprehension, consistent with the simple view of reading.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results indicate about the relationship between code-related skills and oral language?",{"text":121,"@type":113},"The study found no evidence that code-related skills and oral language are distinct dimensions among preschoolers; a single general early literacy dimension with task-specific dimensions fit best.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592735,1792210092,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Internal Structure and Item Characteristics of the Phonological Awareness Literacy Screening in Spanish for Preschool  \nAssessment for Effective Intervention 2019, Vol. 44(4) 267–280  \n© Hammill Institute on Disabilities 2018 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1534508418761232](DOI: 10.1177/1534508418761232)[ ](DOI: 10.1177/1534508418761232)[aei.sagepub.com](aei.sagepub.com)  \nJ. Patrick Meyer, PhD 1, Marcia A. Invernizzi, PhD 1, and Karen L. Ford, PhD 1  \nAbstract  \nWe used multidimensional item response theory to test the internal structure of the Phonological Awareness Literacy Screening in Spanish for Preschool and test for item parameter drift. The measure is aligned with the simple view of reading, which defines reading as consisting of two equally important dimensions: decoding and language comprehension. It involves 134 items grouped into nine different tasks. We administered a pilot version of the measure to 677 students in 2014 and a final version to 968 students in 2015. We did not find evidence that code-related skills and oral language are distinct but correlated dimensions among preschoolers. Rather, a single general dimension of early literacy with taskrelated specific dimensions fit best. A benefit of our modeling approach is that we can examine the internal structure while also evaluating the difficulty and discrimination of individual items. Results suggest a stable ordering of items within tasks and that some Spanish letters are learned more easily than others.  \nKeywords  \nearly literacy, measurement theory, English as second language  \nAn important component of effective preschool language and literacy programs is age-appropriate, research-based assessment. The National Association for the Education of Young Children (NAEYC) underscored the importance of providing effective assessment for students who are dual language learners (DLLs), stating that “young Englishlanguage learners have the right to be assessed for the same reasons and benefits as all children. Moreover, they have the right to be assessed with high-quality assessments and under assessment conditions responsive to their needs”(NAEYC, 2005, p. 2) . To create assessment conditions that are responsive to the needs of DLL students, we must develop psychometrically sound assessments in children’s home languages that can be used along with assessments in English to provide a complete picture of children’s early language and literacy development (Peña & Halle, 2011) . The current study examines the internal structure of the Phonological Awareness Literacy Screening in Spanish for Preschool (PALS español PreK) . PALS español PreK is a measure of foundational early language and literacy skills that yields a composite score and individual task scores that can guide teachers in planning instruction to meet individual children’s literacy needs.  \nIn this study, we used multidimensional item response theory (MIRT) to explore two research questions. The primary question was,“What is the internal structure of PALS  \nespañol PreK?”Answering this question will provide validity evidence and help ensure accurate interpretation of test scores. Based on theories of early literacy development, we anticipated that either a bifactor or a two-tier model would fit the data best and represent a single general dimension of early literacy or the dominant constructs of oral language and code-based skills. Our secondary research question was,“What are the characteristics of individual items?” We wanted to know the ordering of items by difficulty and the extent to which items related to a dimension. Answering this question will help teachers plan instruction methods that optimize the use of time by spending more time on difficult skills and less time on those skills more easily achieved or by scaffolding these skills by difficulty.  \nTheoretical Framework  \nThe theo","cbCaihCUSzXYZxcJ","https://ap.wps.com/l/cbCaihCUSzXYZxcJ","pdf",551425,14,"English","# Abstract\n# Introduction\n## Research questions\n# Theoretical Framework","[{\"question\":\"What method does the study use to examine the screening’s internal structure?\",\"answer\":\"The study applies multidimensional item response theory (MIRT) to test how the instrument’s tasks and items relate to underlying dimensions.\"},{\"question\":\"How is reading conceptualized in the study’s framework?\",\"answer\":\"Reading is defined as two equally important dimensions: decoding and language comprehension, consistent with the simple view of reading.\"},{\"question\":\"What did the results indicate about the relationship between code-related skills and oral language?\",\"answer\":\"The study found no evidence that code-related skills and oral language are distinct dimensions among preschoolers; a single general early literacy dimension with task-specific dimensions fit best.\"}]","Internal Structure and Item Characteristics of the Phonological Awareness Literacy Screening in Spanish for Preschool - Assessment for Effective Intervention - 2019, Vol. 44(4) 267-280 | PDF",1792075318,35]