`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

Three Decades of Measuring and Assessing Early Literacy Development

Three decades of measuring and assessing early literacy development

This chapter reviews the development of ways of measuring, assessing and recording early literacy development from the early 1970s to the present. It traces trends in ‘what counts’ as worthy of assessing and changes in expectations of children under five. It shows that, despite three decades of research, there is no adequate measure of literacy that uses literacy to assess children. Many earlier tests are flawed because they do not fully recognise children's literacy and have attempted to assess what young children know about literacy by considering ‘pre-requisites’ of literacy (such as colour matching) rather than literacy behaviours themselves (such as using books or writing).

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