The Real Deal: Authentic Early Literacy Assessment

Knowing the early literacy skills children have mastered and which ones are emerging for them is key to designing instruction and  additional interventions that support ALL children to achieve high outcomes. It is essential to assess children’s literacy skills accurately and meaningfully.  Authentic  assessment provides a holistic view of children’s early literacy skills in real-world contexts. Authentic assessment means evaluating children’s abilities’ during  everyday experiences. According to Gullo and Hughes (2020), authentic early literacy assessments  should engage children in activities that reflect actual reading and writing tasks, such as storytelling, journaling, conversations, and interactive reading sessions because they demonstrate  a child’s true capabilities.  Let’s explore the some authentic early literacy assessment strategies:

1. Observation:  One of the most powerful ways to assess a child’s early literacy skills is through observation. By closely observing them during their day-to-
   day activities, educators and caregivers can gain valuable insights into their language development, reading abilities, and comprehension. Regular observation, coupled with a system ofdocumentation, can capture children’s progress over time. Using anecdotal records, checklists, and portfolios,  can create a comprehensive picture of children’s literacy development. This approach allows for a holistic evaluation, considering a child’s interactions with peers, their responses during different activities, and their approach to problem-solving. Recent studies emphasize the importance of ongoing documentation to track literacy growth, noting that this approach allows for individualized instruction and timely interventions (Harris & Compton, 2021).

   

2. Storytelling and Retelling: Storytelling provides a glimpse into a child’s creativity, language proficiency, and comprehension. Encouraging children to tell their stories allows their imagination to flow freely and asking them to retell stories they’ve heard or read before assesses their listening skills and memory retention. Engaging in storytelling activities not only enhances literacy skills but also boosts children’s confidence and oral communication abilities.
3. Reading Aloud:  The simple act of reading aloud to a child offers a multitude of benefits, including literacy assessment. As children listen to stories, they absorb new vocabulary, learn sentence structures, and develop phonemic awareness. When assessing, observe their reactions to the story, ask questions about the plot, and determine their ability to connect with the text emotionally. During interactive read-alouds, teachers can gauge children’s comprehension, vocabulary, and engagement with the text. Asking open-ended questions and encouraging predictions can help assess a child’s ability to understand and connect with the story. Research from Rowe and Miller (2022) highlights that interactive read-alouds not only support literacy development but also serve as a rich source of authentic assessment data, particularly in understanding a child’s reasoning and narrative skills.
4. Phonemic and Phonological Awareness and Letter and Word Recognition: Phonemic awareness and phonics are foundational literacy skills that can be authentically assessed through games and hands-on activities. Activities like rhyming games, sound sorting, and letter recognition tasks allow students to demonstrate their understanding in a playful and engaging manner. Assessing a child’s letter and word recognition skills includes activities such as  identifying letters and forming simple words. These types of activities provide opportunities to  evaluate children’s skills in a relaxed and playful environment, minimizing pressure and anxiety. Research by Bryant and Bradley (2024) suggests that incorporating play-based phonemic awareness activities into literacy assessments not only enhances engagement but also provides a more accurate reflection of a child’s phonological processing skills.
5. Writing and Drawing:  Encouraging children to write stories, draw pictures, and express their thoughts and feelings through artwork provide additional opportunities for assessing early literacy skills. Children’s writing and drawing abilities can reveal their understanding of story structure, phonemic and phonetic skills, and overall cognitive development. A recent study by Martinez and Flynn (2023) found that analyzing students’ journals over time provides deep insights into their literacy development, including their ability to organize thoughts and develop a narrative voice
6. Literacy-Rich Environment: A literacy-rich environment is not only vital for fostering children’s love for reading and writing, it offers multiple ways to  assess early literacy skills including  how children interact with books, writing materials, and reading corners. Educators and caregivers can observe whether children show curiosity, initiative, and a sense of ownership in their literacy activities.
7. Informal Conversations: Engaging in informal conversations with young children can provide valuable information about their language skills and comprehension. Having open-ended discussions, asking questions about children’s experiences, and actively listening to their responses assess children’s literacy skills and strengthen the bond between them and their educators and caregivers.

To make the most of authentic early literacy assessment, remember to…

• Create a Supportive Environment: Authentic assessments are most effective in supportive, low-stress environments where children feel comfortable taking risks and expressing themselves.
• Use Multiple Assessment Methods: Using several assessment methods will provide a more comprehensive understanding of children’s literacy skills.
• Involve Families: Engaging families can offer additional insights and reinforce learning at home.

Lynne Hall is a research associate at the Indiana Institute on Disability & Community’s Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, equity in early childhood education and inclusive classroom practices.

Email her at hallma@iu.edu 

https://www.iidc.indiana.edu/ecc/index.html

Ask a question today!  

References

• Bryant, P., & Bradley, L. (2024). Play-Based Phonemic Awareness Activities in Early Literacy. Journal of Early Childhood Literacy, 20(3), 215-230.
• Gullo, D. F., & Hughes, K. (2020). Observation and Documentation in Early Childhood Literacy Assessment. Early Childhood Research Quarterly, 51, 204-215.
• Harris, K. R., & Compton, D. L. (2021). Tracking Literacy Growth: The Role of Documentation in Early Literacy Instruction. Literacy Research and Instruction, 60(2), 120-135.
• Martinez, M., & Flynn, S. (2023). The Power of Journals: Assessing Writing in Early Literacy. Language Arts Journal, 101(1), 45-57.
• Miller, E., & Pennycuff, L. (2023). Student-Led Conferences as a Tool for Authentic Literacy Assessment. Reading Teacher, 77(4), 328-339.
• Rowe, D. W., & Miller, M. (2022). Interactive Read-Alouds and Literacy Assessment: A Holistic Approach. Journal of Research in Childhood Education, 36(1), 22-37.