Reliability and validity evidence for the earli literacy probes

Melissa A. Reid, James C. Diperna, Paul L. Morgan, Pui Wa Lei

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


The purpose of this study was to examine the reliability and validity of scores from six early literacy probes developed for use with preschool-age children. The literacy probes were administered to 84 preschoolers at three time points over a 6-month period. Also, a criterion measure of early literacy skills was administered to a subset of students. Results indicated that the probes demonstrate adequate reliability for screening decisions, moderate to strong concurrent relationships with a criterion measure, and developmentally appropriate changes in children's early literacy skills over time. These results add to the growing body of evidence supporting the technical adequacy of general outcome measurement for use in monitoring the progress of preschoolers' academic skill development.

Original languageEnglish (US)
Pages (from-to)1023-1035
Number of pages13
JournalPsychology in the Schools
Issue number10
StatePublished - Dec 1 2009

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology


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