Curriculum-Based Emergent Literacy Assessment in Early Childhood

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Abstract

ABSTRACT

Speech-language pathologists who work in early childhood settings are concerned with monitoring and evaluating progress and making appropriate instructional adjustments to promote at-risk children's language and literacy development. Curriculum-based assessment can be effective in providing practitioners with this type of information. This article discusses processes and procedures for implementing curriculum-based assessment and suggests methods that professionals can use to teach assessment tasks to children who struggle with the task demands.

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