Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Journal of Psychoeducational Assessment
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
0734282908314105v1
26/2/185    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Harper, S. N.
Right arrow Articles by Pelletier, J. P.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Gender and Language Issues in Assessing Early Literacy

Group Differences in Children's Performance on the Test of Early Reading Ability

Sarah N. Harper

University of Toronto, sarah.harper{at}utoronto.ca

Janette P. Pelletier

University of Toronto

The study investigated gender and language group differences in children's performance on two versions of the Test of Early Reading Ability (TERA-2 and TERA-3). Two groups of children consisting of girls and boys and English first language (L1) and English language learners (ELL) participated in the study. Children in Group 1 completed the TERA-2, in which standard procedures involve obtaining a total score of children's early reading ability. Alternatively, children in Group 2 were administered the TERA-3, which yields measures of children's ability on three individual subtests (alphabet, conventions, and meaning). Results showed that gender and language group differences on the TERA-2 were not evident. However, L1 children outperformed ELL children on the meaning subtest of the TERA-3, while showing no differences on either alphabet or conventions. The findings speak to the importance of measuring individual components of early reading to assess children's emergent literacy.

Key Words: emergent literacy • early reading • English language learners • gender • assessment

This version was published on June 1, 2008

Journal of Psychoeducational Assessment, Vol. 26, No. 2, 185-194 (2008)
DOI: 10.1177/0734282908314105
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?