Examination of the predictive validity of preschool early literacy skills

The predictive validity of early literacy skills of children among preschool is relatively unknown. The purpose of this longitudinal study was to provide this examination. From a sample of preschoolers, longitudinal data were available for 143 of the children in kindergarten and for 116 of them through the end of first grade. Preschool children were assessed in the fall, winter, and spring with Early Literacy Individual Growth and Development Indicators (EL-IGDIs). In the fall, winter, and spring of kindergarten, literacy skills were assessed and curriculum-based measurement data in reading were collected in the spring of kindergarten and first grade. Results showed significant increases in mean EL-IGDI scores. In most instances, preschool administrations of the EL-IGDIs were moderately correlated with kindergarten measures of alphabetic principle and phonological awareness. Preschool EL-IGDIs were found to be significantly predictive of later outcomes in oral reading fluency both at the end of kindergarten and at the end of first grade. The diagnostic utility of these measures was found to be strong. Implications for practice are discussed.