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 - FY 2006


CFDA Number: 84.359 - Early Reading First


Program Goal: To support local efforts to enhance the early language, literacy, and prereading development of preschool-aged 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 prereading skills to enter kindergarten prepared for continued learning, including the age appropriate development of oral language and alphabet knowledge.
Indicator 1.1 of 3: Language: The percent of children who achieve significant gains in the development of receptive language.
 
Measure 1.1.1 of 1: The percent of 4-year old children participating in ERF programs who achieve significant learning gains on the Peabody Picture Vocabulary Test-III.
Year Actual Performance Performance Targets
2006   999

Source: Early Reading First Program Performance Reports.

Frequency: Annually.

Next Data Available: March 2007

Data Validated By: On-Site Monitoring By ED.
 
Explanation: The FY 2006 target is to establish a baseline for this new measure. The Peabody Picture Vocabulary Test-Third Edition (PPVT) is a nationally normed test which has been validated internally and correlated with other measures of cognitive development.
 
Indicator 1.2 of 3: Alphabet Knowledge: The average number of letters that preschool-aged children in ERF programs are able to identify 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 Upper Case Alphabet Knowledge subtask.
Year Actual Performance Performance Targets
2004
15
999
2005
 
16
2006
 
17

Source: Early Reading First Program Performance Report.

Frequency: Annually.

Next Data Available: March 2006

Data Validated By: On-Site Monitoring By ED.

Limitations: Not all Early Reading First grantees use the PALS Pre-K Upper Case Alphabet Knowledge subtask to measure alphabet knowledge. Data collected represent the sample of grantees who use the PALS Pre-K Upper Case Alphabet Knowledge subtask.

Improvements: Early Reading First grantees will be encouraged to use the PALS Pre-K Upper Case Alphabet Knowledge subtask as the measure of alphabet knowledge.
 
Explanation: The FY 2004 target was to establish a baseline. The PALS Pre-K Upper Case Alphabet Knowledge subtask is a measure of alphabet knowledge that will be administered to ERF preschool children with scores reported in the ERF Performance Report. It has been demonstrated to have a strong positive correlation with the Woodcock-Johnson Letter-Word Identification test.
 
Indicator 1.3 of 3: Language: The percent of children who demonstrate age-appropriate development of receptive language.
 
Measure 1.3.1 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
2004 56 999
2005   57
2006   59

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: The FY 2004 data reported represent 50 percent of the grantees who use the PPVT to measure vocabulary development.
 
Explanation: The FY 2004 target was to establish a baseline. SY 2003-04, 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 2002 and 2003 grantees reported data.
 


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Last Modified: 12/28/2005