Assessing Early Literacy With Hispanic Preschoolers: The Factor Structure of the Phonological Awareness Literacy Screening—Español

David B. Yaden, Ronald W. Marx, Adriana D. Cimetta, Ghadah S. Alkhadim, Christina Cutshaw

Research output: Research - peer-reviewArticle

Abstract

For two decades, it has been recommended that assessment of literacy for preschool children be conducted in a child’s primary language. However, only a few literacy assessments have been validated with a preschool, Spanish-speaking population. The purpose of the present study was to test the latent structure of the Phonological Awareness Literacy Screening for Preschool (PALS-PreK) Español with a sample of Spanish-speaking children in the southwestern United States. Children who could recognize at least 16 uppercase and nine lowercase letters were included in the analyses. Subscales of the PreK Español included Name Writing, Letter/Sound Association, Print Concepts, and Rhyme Awareness. Confirmatory factor analysis resulted in a two-factor model of alphabet knowledge (upper and lowercase letter recognition, letter sounds) and print and phonological awareness (name writing, print and rhyme awareness, letter sounds) with letter sounds loading on both factors. We found that the structure of PALS-PreK Español is similar to the English version and discussed implications.

LanguageEnglish (US)
Pages193-210
Number of pages18
JournalHispanic Journal of Behavioral Sciences
Volume39
Issue number2
DOIs
StatePublished - May 1 2017

Fingerprint

Hispanic Americans
Literacy
literacy
speaking
Names
preschool child
factor analysis
language
Southwestern United States
Preschool Children
Statistical Factor Analysis
Language
Population

Keywords

  • confirmatory factor analysis
  • early literacy
  • first language assessment
  • preschool
  • spanish-speaking

ASJC Scopus subject areas

  • Social Psychology
  • Cultural Studies
  • Anthropology
  • Linguistics and Language

Cite this

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