Early Childhood Intervention Programs Geared for Children Ages 4 Through 6, Used for Providing & Assessing Oral Language Development
The KELT intervention program focuses on providing additional instructional time for kindergarten students who have difficulties in oral language. On the other hand the Tile Test is used to determine children's understanding of letters and sounds. However both tools focus on oral language development during the early childhood years.
It has been recognized that oral language is at the heart of literacy development and connected to this is the progression of phonemic awareness. (Figueredo, & MacDonald, 2010) In connection, as stated in Calfee, & Norman (2004), "The challenge for growth in comprehension, is to promote in students a willingness- indeed, an enthusiasm- to move beyond known words and safe passages. The foundation for such progress lies in the acquisition of skills, strategies, and confidence in taking risks with print." (p. 42)
Both the KELT program and the Tile Test work off the premise that early intervention is critical for future literacy skills. According to Figueredo, & MacDonald (2010), "We can't afford to wait until students are in the first grade to intervene. Early intervention is critical, and the window of opportunity closes quickly." (p. 405) Calfee, & Norman (2004), ask the question " How can we assess strategic knowledge of the sort that will enable students in the later grades to independently access text?"(p. 42)
The Tile Test has proven itself to be a reliable gauge of basic decoding and spelling acquisition. Reliability demonstrates the security of all aspects of the test. (Calfee & Norman, 2004)
Results of the KELT program support that early intervention can assist student's oral language and emergent literacy skills in setting the stage for the primary grades. (Figueredo, & MacDonald, 2010) In assessment both tools have proven to support children's oral language development.
References
Calfee, R.C. & Norman, K. A. (2004). Tile Test: A Hands on Approach for Assessing Phonics in the Early Grades. The Reading Teacher, 58(1), 42-52.
Figueredo, L. & MacDonald, C. (2010). Closing the Gap Early: Implementing a Literacy Intervention for At-Risk Kindergartners in Urban Schools. The Reading Teacher, 63(5), 404-419.
