Abstract
A 15-item test developed by the authors to assess prereaders’ understanding of the function of print is evaluated. It possesses advantages over the interview methodology used in previous research in that responses to items are independent of subjects’ verbal fluency. Thus, the test is quickly administered and objectively scored. Results show remarkable reliability given the relatively small number of items. In terms of validity, data from three-through five-year-old prereaders demonstrate a developmental progression in performance. In addition, contrasts between second-grade normal readers and two groups of poor readers are discussed, and correlations between the test and other measures are presented. The test is presented as a useful tool for researchers.
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