CFDA Number: | 84.359 - Early Reading First |
Program Goal: To support local efforts to enhance the early language, literacy, and prereading development of preschool-aged children through strategies and professional development based on scientifically based reading research. |
Objective 8.1 of 1: Preschool-aged children will attain the necessary early language, cognitive and prereading skills to enter kindergarten prepared for continued learning, including the age appropriate development of oral language and alphabet knowledge. |
Indicator 8.1.1 of 2: Language: The percent of children who demonstrate age-appropriate development of receptive language. | |||||||||||||||||||||||
Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||
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Explanation: The FY 2004 target is to establish a baseline. The target for FY 2005 is the baseline plus 1%. The first full program year for Early Reading First grantees is FY 2003-2004. Early Reading First preschool children will take a Peabody Picture Vocabulary Test-III pretest and a posttest after the year of Early Reading First intervention. Posttest scores of ERF preschool children will be compared to the national norms provided by the test publisher. |
Additional Source Information: Early Reading First Program Performance Plans. Frequency: Annually. Collection Period: 2003 - 2004 Data Available: March 2005 Validated By: On-Site Monitoring By ED. The Peabody Picture Vocabulary Test-Third Edition (PPVT) nationally normed tests which has been validated internally and correlated with other measures of cognitive development. Limitations: Data collected represent the sample of grantees who use the PPVT. Not all Early Reading First grantees use the PPVT to measure cognitive development. |
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Indicator 8.1.2 of 2: Alphabet Knowledge: The average number of letters that preschool-aged children in ERF programs are ablet o dientify as measured by the Upper Case Alphabet Knowledge subtask on the PALS Pre-K assessment. | |||||||||||||||||||||||
Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||
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Explanation: The FY 2004 target is to establish a baseline. The target for FY 2005 is the baseline plus 1%. FY 2003-2004 is the first program year for Early Reading First grantees. The first Early Reading First Performance Report is due December 2004. The PALS Pre-K Uppercase Letter Naming Subtask is a measure of alphabet knowledge that will be administered to ERF preschool children with scores reported in the ERF Performance Report. |
Additional Source Information: Early Reading First Program Performance Plan. Frequency: Annually. Collection Period: 2003 - 2004 Data Available: March 2005 Validated By: On-Site Monitoring By ED. The PALS Pre-K Uppercase Letter Naming Subtask is a measure that has been validated using a statewide sample of typically developing children. Limitations: Not all Early Reading First grantees use the PALS Pre-K Uppercase Letter Naming Subtask to measure alphabet knowledge. Data collected represent the sample of grantees who use the PALS Pre-K Uppercase Letter Naming Subtask. Improvements: Early Reading First grantees will be encouraged to use the PALS Pre-K Uppercase Letter Naming Subtask as the measure of alphabet knowledge. |