Approaches to Delivering Assessments within PreKindergarten Classrooms and Children’s Evidence of Letter Identification

Date of Award


Document Type

Research Project

Degree Name

Master of Education (MEd)




The purpose of this research study was to investigate if the approach used to assess children’s letter identification within a PreKindergarten classroom has an influence on how they perform. This mixed methods study used PALS – Phonological Awareness Literacy Screening, (Invernizzi, Meier, Sullivan, & Swank, 2004) a formal assessment tool and informal classroom teacher observations to determine children’s uppercase and lowercase letter identification (visual identification, pointing, saying the name, and matching the letter to the sound). The twelve participants in this study ranged from four to five years of age, and were enrolled in a rural, full day, five days a week public PreKindergarten program located in New England. Findings indicate that, on average, children identified more uppercase and lowercase letters during formal assessments than during daily classroom observations. When applied appropriately both assessment methods are valuable instruments for individualized planning and goal setting (NAEYC, 2009).


Affiliation: MSAD 17/Agnes Gray Elementary