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| 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 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 1.1 of 3: Language: The percent of children who achieve significant gains in the development of receptive language. |
Source: Early Reading First Program Performance Reports. Frequency: Annually. Next Data Available: March 2007 Data Validated By: On-Site Monitoring By ED. Explanation: The FY 2006 target is to establish a baseline for this new measure. The Peabody Picture Vocabulary Test-Third Edition (PPVT) is a nationally normed test which has been validated internally and correlated with other measures of cognitive development. |
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| Indicator 1.2 of 3: Alphabet Knowledge: The average number of letters that preschool-aged children in ERF programs are able to identify as measured by the Upper Case Alphabet Knowledge subtask on the PALS-Pre K assessment. |
Source: Early Reading First Program Performance Report. Frequency: Annually. Next Data Available: March 2006 Data Validated By: On-Site Monitoring By ED. Limitations: Not all Early Reading First grantees use the PALS Pre-K Upper Case Alphabet Knowledge subtask to measure alphabet knowledge. Data collected represent the sample of grantees who use the PALS Pre-K Upper Case Alphabet Knowledge subtask. Improvements: Early Reading First grantees will be encouraged to use the PALS Pre-K Upper Case Alphabet Knowledge subtask as the measure of alphabet knowledge. Explanation: The FY 2004 target was to establish a baseline. The PALS Pre-K Upper Case Alphabet Knowledge subtask is a measure of alphabet knowledge that will be administered to ERF preschool children with scores reported in the ERF Performance Report. It has been demonstrated to have a strong positive correlation with the Woodcock-Johnson Letter-Word Identification test. |
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| Indicator 1.3 of 3: Language: The percent of children who demonstrate age-appropriate development of receptive language. |
Source: Early Reading First Program Performance Reports. Frequency: Annually. Next Data Available: March 2006 Data 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: The FY 2004 data reported represent 50 percent of the grantees who use the PPVT to measure vocabulary development. Explanation: The FY 2004 target was to establish a baseline. SY 2003-04, Early Reading First preschool children took a Peabody Picture Vocabulary Test-III pre-test and a post-test after the year of Early Reading First intervention. Post-test scores of ERF preschool children were compared to the national norms provided by the test publisher. Both 2002 and 2003 grantees reported data. |
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