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A Measure of Emergent Literacy for Students with Severe Developmental Disabilities
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Baker, Joshua N.; Spooner, Fred; Ahlgrim-Delzell, Lynn; Flowers, Claudia; Browder, Diane M. – Psychology in the Schools, 2010
This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K-fourth-grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c)…
Descriptors: Listening Comprehension, Developmental Disabilities, Factor Analysis, Emergent Literacy