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Early Literacy Development in Deaf Children$
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Connie Mayer and Beverly J. Trezek

Print publication date: 2015

Print ISBN-13: 9780199965694

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780199965694.001.0001

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Assessment of Early Literacy

Assessment of Early Literacy

(p.145) 6 Assessment of Early Literacy
Early Literacy Development in Deaf Children

Connie Mayer

Beverly J. Trezek

Oxford University Press

Using three essential questions (why we are assessing, what we are assessing, and how we are assessing) as a framework for discussion, the subject of assessment is explored in this chapter. Early literacy constructs discussed in previous chapters are explicated in order to understand how they are best measured and also to gain insights into the associated instructional activities that foster skill development. Descriptions of various categories of assessment (e.g. informal, screening/progress monitoring, diagnostic) are provided, and research findings germane to discussion of early literacy practices for deaf learners are reviewed. Finally, the chapter outlines specific accommodation strategies that can be employed to provide differentiated access to early literacy assessments that maintain the fidelity and validity of the measures.

Keywords:   early literacy, deaf, assessment, reading, writing

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