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Assessing Book Knowledge Through Independent Reading in the Earliest Years: Practical Strategies and Implications for Teachers

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Abstract

The purpose of this current study is to build on the previous body of emergent literacy research by investigating the necessity of assessing book knowledge (e.g., print knowledge, interpretive knowledge, and letter identification) in toddlerhood to set up successful literacy development by providing independent storybook reading opportunities. This study suggests strategies that teachers can employ in their toddler classrooms for accomplishing activities such as (i) setting up common and recurring opportunities to read books independently with toddlers and (ii) informally observing and assessing children’s book knowledge. Additionally, implications for practice are provided with detailed examples of how toddlers demonstrate their book knowledge and their understandings about books through independent reading.

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  1. Department of Child and Family Development, University of Georgia, Athens, GA, 30602, USA

    Boh Young Lee

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  1. Boh Young Lee
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Correspondence to Boh Young Lee.

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Lee, B.Y. Assessing Book Knowledge Through Independent Reading in the Earliest Years: Practical Strategies and Implications for Teachers. Early Childhood Educ J 39, 285–290 (2011). https://doi.org/10.1007/s10643-011-0464-y

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  • DOI: https://doi.org/10.1007/s10643-011-0464-y

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