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Journal of Psychoeducational Assessment
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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
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