During the past several years, the Common Core State Standards has created a greater demand for students in public schools to comprehend and analyze expository text. In order to prepare students for work with expository text, beginning with kindergarten, more emphasis and standards have become prevalent in preschool classrooms as well. The Early Expository Comprehension Assessment, Revised 3rd Edition (EECA R-3) was developed to aid preschool teachers in determining what aspects of expository text a student understands, including recognition of different structure types. This study with the EECA R-3 extends previous studies using earlier iterations of the assessment. One hundred and eight children, between 3 and 5 years of age, from eight Title I classrooms and two private university preschool classrooms were administered two forms of the EECA R-3 to determine its reliability. A Many Facets Rasch Model was used to determine the reliability of the EECA R-3's test items on both forms. Results indicate that the EECA R-3 is a reliable measurement tool. Problematic items from the previous iteration of the EECA were addressed. New problematic items were acknowledged with suggestions to change instruction or scoring on said items.
College and Department
David O. McKay School of Education; Communication Disorders
BYU ScholarsArchive Citation
Wilkes, Garrett Frane, "Measuring the Reliability of the Early Expository Comprehension Assessment, Revised 3rd Edition" (2018). All Theses and Dissertations. 6747.
expository text, comprehension, assessment, early childhood