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U.S. Department of Education: Promoting Educational Excellence for all Americans - Link to ED.gov Home Page
ESEA: Early Reading First - FY 2005


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 1 of 1: Preschool-aged children will attain the necessary early language, cognitive and pre-reading skills to enter kindergarten prepared for continued learning, including the age appropriate development of oral language, and alphabet knowledge.
Indicator 1.1 of 2: Language: The percent of children who demonstrate age-appropriate development of receptive language.
 
Measure 1.1.1 of 1: The percent of preschool-age children participating in ERF programs who demonstrate age-appropriate oral language skills as measured by the Peabody Picture Vocabulary Test-III.
Year Actual Performance Performance Targets
 
Receptive
Receptive
2004
56
999
2005
 
57

Source: Early Reading First Program Performance Reports.

Frequency: Annually.

Next Data Available: March 2006

Data Validated By: On-Site Monitoring By ED.
The Peabody Picture Vocabulary Test-Third Edition (PPVT) nationally normed tests which has been validated internally and correlated with other measures of cognitive development.

Limitations: Data reported represent 50 percent of the grantees who use the PPVT to measure vocabulary development in 2004.
 
Explanation: The first full program year for Early Reading First grantees was FY 2003-2004. Early Reading First preschool children took 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 were compared to the national norms provided by the test publisher. Both fiscal year 2002 and 2003 grantees reported data. ERF 2002 grantees had a full year of implementation while 2003 grantees had approximately 6 months. Data from SY 2004 will provide the baseline.
 
Indicator 1.2 of 2: Alphabet Knowledge: The average number of letters that preschool-age children in ERF programs are able to dientify as measured by the Upper Case Alphabet Knowledge subtask on the PALS Pre-K assessment.
 
Measure 1.2.1 of 1: The number of letters ERF children can identify measured by the PALS Pre-K Uppercase Letter Naming Subtask.
Year Actual Performance Performance Targets
2004
15
999
2005
 
16

Source: Early Reading First Program Performance Report

Frequency: Annually.

Next Data Available: March 2006

Data Validated By: On-Site Monitoring By ED.
The PALS Pre-K Uppercase Letter Naming Subtask is a measure that has been validated using a statewide sample of typically developing children.

Limitations: Not all Early Reading First grantees used the PALS Pre-K Uppercase Letter Naming Subtask to measure alphabet knowledge. Data reported represent approximately 50 percent of the grantees who used the measure. FY 2002 grantees had a full year of implementation while 2003 grantees had approximately 6 months.

Improvements: Early Reading First grantees will be encouraged to use the PALS Pre-K Uppercase Letter Naming Subtask as the measure of alphabet knowledge.
 
Explanation: FY 2003-2004 is the first program year for Early Reading First grantees. The first Early Reading First Performance Report was due December 2004. The PALS Pre-K Uppercase Letter Naming Subtask is a measure of alphabet knowledge that will be administered to ERF preschool children with scores reported in the ERF Performance Report.
 

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