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How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement.

Title: How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement.
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Name(s): Piasta, Shayne B, author
Petscher, Yaacov, author
Justice, Laura M, author
Type of Resource: text
Genre: Text
Date Issued: 2012-11-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Review of current federal and state standards indicates little consensus or empirical justification regarding appropriate goals, often referred to as benchmarks, for preschool letter-name learning. The present study investigated the diagnostic efficiency of various letter-naming benchmarks using a longitudinal database of 371 children who attended publicly funded preschools. Children's uppercase and lowercase letter-naming abilities were assessed at the end of preschool, and their literacy achievement on 3 standardized measures was assessed at the end of 1st grade. Diagnostic indices (sensitivity, specificity, and negative and positive predictive power) were generated to examine the extent to which attainment of various preschool letter-naming benchmarks was associated with later risk for literacy difficulties. Results indicated generally high negative predictive power for benchmarks requiring children to know 10 or more letter names by the end of preschool. Balancing across all diagnostic indices, optimal benchmarks of 18 uppercase and 15 lowercase letter names were identified. These findings are discussed in terms of educational implications, limitations, and future directions.
Identifier: FSU_pmch_26346643 (IID), 10.1037/a0027757 (DOI), PMC4557803 (PMCID), 26346643 (RID), 26346643 (EID)
Keywords: Alphabet knowledge, Benchmark, Early learning, Emergent literacy, Federal and state standards, Letter naming
Grant Number: P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4557803.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_26346643
Owner Institution: FSU
Is Part Of: Journal of educational psychology.
0022-0663
Issue: iss. 4, vol. 104

Choose the citation style.
Piasta, S. B., Petscher, Y., & Justice, L. M. (2012). How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement. Journal Of Educational Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_26346643