U.S. Department of Education: Promoting Educational Excellence for all Americans

A r c h i v e d  I n f o r m a t i o n

ESEA: Early Reading First - 2005

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
The percentage of preschool-aged children participating in Early Reading First (ERF) programs who demonstrate age-appropriate oral language skills as measured by the Peabody Picture Vocabulary Test-III.
Year Actual Performance Performance Targets
 
Receptive
Receptive
2004
 
999
2005
 
999


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.

 
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
The number of letters ERF children can identify measured by the PALS Pre-K Uppercase Letter Naming Subtask.
Year Actual Performance Performance Targets
2004
 
999
2005
 
999


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.

 

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