U.S. Department of Education: Promoting Educational Excellence for all Americans

A r c h i v e d  I n f o r m a t i o n

ESEA: Early Reading First - 2004

CFDA Number: 84.359 - Early Reading First


Program Goal: To support local efforts to enhance the early language, literacy, and prereading development of preschool age children through strategies and professional development based on scientifically based reading research.
Objective 8.1 of 1: Preschool-aged children will attain the necessary early language, cognitive and prereading skills to enter kindergarten prepared for continued learning, including the age appropriate development of oral language, and alphabet knowledge.
Indicator 8.1.1 of 2: Language: The percent of children who demonstrate age appropriate development of receptive language.
Targets and Performance Data Assessment of Progress Sources and Data Quality
The percent of 4 year old children participating in ERF who achieve age-appropriate benchmarks on the Peabody Picture Vocabulary Test-III.
Year Actual Performance Performance Targets
2004   999
2005   999


Progress: Data from FY 2004 will provide the baseline. (The code for setting the baseline is 999.) The target for FY 2005 is baseline +1%.

Explanation: The first full program year for Early Reading First grantees is 2003-2004. Early Reading First preschool children will take a Peabody Picture Vocabulary Test-III pre-test and a post-test after the year of Early Reading First intervention. Post-test scores of ERF preschool children will be compared to the national norms provided by the test publisher.  
Source: Other
Other: Other.
Sponsor: Early Reading First Annual Performance Report..
Date Sponsored: 12/31/2003.

Frequency: Annually.
Collection Period: 2003 - 2004
Data Available: March 2005
Validated By: On-Site Monitoring By ED.
Peabody Picture Vocabulary Test-Third Edition (PPVT) is a nationally normed tests which has been validated internally and correlated with other measures of cognitive development.

Limitations: Data collected represent the sample of grantees who use the PPVT. Not all Early Reading First grantees use the PPVT to measure cognitive development..

 
Indicator 8.1.2 of 2: Early Reading: Alphabet Knowledge: The score ERF children attain on the Letter Naming Task..
Targets and Performance Data Assessment of Progress Sources and Data Quality
The number of letters ERF children can identify measured by the Letter Naming Task.
Year Actual Performance Performance Targets
2004
 
999
2005
 
999


Progress: Data from SY 2004 will provide the baseline. (The code for setting baseline is 999.) The target for FY 2005 is baseline +1%.

Explanation: FY 2003-2004 is the first program year for Early Reading First grantees. The first Early Reading First Performance Report will be due December 2004. The Letter Naming Task is a measure of alphabet knowledge that will be administered to ERF preschool children with scores reported in t he ERF Performance Report.  
Source: Other
Other: Record/File.
Sponsor: The Early Reading First Performance Report.
Date Sponsored: 12/31/2003.

Additional Source Information: The PALS Pre-K tests the mastery of early developing reading skills. The Early Reading First Performance Report is submitted to the Department by ERF grantees as an annual performance report.

Frequency: Annually.
Collection Period: 2003 - 2004
Data Available: March 2005
Validated By: No Formal Verification.
On Site Monitoring by ED. The Letter Naming Task is a measure that has been normed using a national sample from the Head Start population. It has been demonstrated to have a strong positive correlation with the Woodcock-Johnson Letter-Word Identification test..

Limitations: Not all Early Reading First granteees use the Letter Naming Task to measure alphabet knowledge. Data collected represent the sample of grantees who use the Letter Naming Task.

Improvements: Early Reading First grantees will be encouraged to use the Letter Naming Task as the measure of alphabet knowledge.

 

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