`This book examines the literacy development and assessment of children before the age of five years. It is highly relevant to all those professionally involved in assessment. Cathy Nutbrown explores the need for appropriate assessment practice to support teachers and illustrates the mismatch between the way teachers and researchers assess literacy. The book is worth buying for the final chapter alone, which provides an analysis of the newly developed Sheffield Early Literacy Development Profile. The actual tasks are included in the appendices. Thus, Cathy Nutbrown does not leave us frustrated. We are able to consider an ongoing assessment which is in tune with the best practice in teaching. This is a research text which b
Chapter 1: Issues in Assessing Early Literancy Development
Issues in Assessing Early Literancy Development
Early literacy development and achievement is a controversial topic and there is much at stake. During the years three to five – before children begin compulsory schooling – their literacy can be highly developed. It is around these preschool years that there is significant, recent research in early literacy development and this growing body of research has major implications for assessment.
During the 1990s early literacy assessment became the focus of interest and with that interest came concern. A number of factors provide a context for thinking about early literacy assessment:
- the nature of literacy
- the nature of early literacy development
- historical perspectives
- the concept of ‘recognition’
- the contribution of research to early literacy and its assessment
- bilingualism and early literacy ...