[R-0051] S5. Assessment

Citation: Marvin, C. A., & Ogden, N. J. (2002). A home literacy inventory: Assessing young childrens contexts for emergent literacy. Young Exceptional Children, 5(2), 2-10.

Abstract: This article discusses home/family factors related to the development of emergent literacy skills in preschool-age children and presents the Home Literacy Inventory for assessing children’s non-print activities, reading activities, writing activities, and current reading and writing abilities. How the information can be used to develop individualized language-literacy experiences is addressed. (Contains references.)

Integration: Teachers would be well-advised to complete a thorough assessment of both childrens emerging literacy skills and their home literacy experiences before beginning a literacy development program. “The Home Literacy Inventory” can be a useful tool in teachers battery of assessments to learn all they can about childrens knowledge and experiences with print and language at home. The more information available to teachers, the more able they will be to design individually appropriate interventions and educational programs.The inclusion of emergent literacy activities, at home as well as at school, can have significant impact on the future social and academic success of children, especially for children with known disabilities and/or developmental delays (Katims, 1991). In addition, the inclusion of information about young childrens home literacy experiences may assist teachers in providing services that incorporate the familys strengths in guiding their children toward literacy.

Content Focus: Child and Family Assessment; Inclusion; Instruction and Teaching; Practicum; Teaming and Collaboration; Language and Literacy Experiences

Notes: Katims, D. (1991). Emergent literacy in early childhood special education: Curriculum and instruction. Topics in Early Childhood Special Education, 11, 69-84.