Language and literacy curriculum supplement for preschoolers who are academically at risk: a feasibility study.

Purpose: The potential benefit that a low-cost scripted language and literacy supplemental curriculum titled Read It Again! (RIA; L. M. Justice, A.

Validity of teacher report for assessing the emergent literacy skills of at-risk preschoolers.

Purpose: The purpose of this study was to determine the predictive validity of teacher report for assessing the emergent literacy skills of preschool-age children. The aims were twofold: (a) to examine predictive relationships between teacher report and direct behavioral assessment, and (b) to examine the extent to which teacher report accurately differentiates children who are exhibiting low levels of emergent literacy skills relative to their peers.

Method: Forty-four preschool teachers completed a rating form reporting the print-related emergent literacy skills of 209 children who were enrolled in their classrooms.