Measures of language and literacy

Research conducted as part of the US Department of Education's Early Childhood Educators' Professional Development and Early Reading First programs found that children in  LiteraSci classrooms showed statistically significant gains on the following measures:

PPVT-III
Dunn, Lloyd M. & Dunn, Leota M. (1997). Peabody Picture Vocabulary Test-III. Bloomington, MN: Pearson Assessments. The PPVT-III assesses a child’s listening comprehension of standard English. Norm-referenced and individually administered, the PPVT-III is a well-established predictor of school success. A standard score of 85 or above indicates age-appropriate vocabulary.

GRTR!
National Center for Learning Disabilities. (2001). Get Ready to Read! Bloomington, MN: Pearson Assessments. The GRTR! assesses children’s mastery of important pre-reading skills: print knowledge, emergent writing, and linguistic awareness. A score of 16 or above indicates a child is well prepared to learn to read.

IGDI
Early Childhood Research Institute on Measuring Growth and Development. (1998). Individual Growth and Development Indicators. Minneapolis: University of Minnesota.

TERA-3
Reid, K., Hresko, W.P. & Hammill, D. (2001). Test of Early Reading Ability-3. Bloomington, MN: Pearson Assessments. The TERA-3 assesses 3 aspects reading: knowledge of the alphabet and the ways it can be used; conventions of print; and the ability to get meaning from print.

PALS
University of Virginia. (2002). Phonological Awareness Screening Inventory. Charlottesville, VA: The Rector and the Board of Visitors of the University of Virginia. PALS-PreK assesses the skills that predict learning to read.