![]() ![]() ![]() To provide teaching that is developmentally appropriate for individual children may require taking into consideration both developmental structures and variations when assessing early literacy development. The findings suggest multiple pathways can be operationalized within a developmental assessment framework as deviations from a particular developmental structure. In particular, the children’s raw responses indicated that they focused on different levels of text features when attempting the tasks. An examination of the two children’s scored and raw responses suggested that despite them sharing the same estimated ability level, the children demonstrated distinct patterns in the ways they responded to the assessment tasks. Using the developmental progression and ability estimates generated from a larger validation study, this study analysed the response patterns of two children who were estimated to share the same ability level. Specifically, the idea of multiple pathways in early literacy development was examined in terms of individual differences within a developmental assessment framework. ![]() View their profile including current address, phone number 585-723-XXXX. Anthony LaGaipa, Graphic Artist/Design Coordinator A.A. Paul C Campione, age 60s, lives in Rochester, NY. This study explored Clay’s (1998) notion of “by different paths to common outcomes” in the area of early literacy assessment. James Episcopia, Executive Director, Auxiliary Services, A.S., New York City Technical College. The Debtors principal offices are located at 606 West 28th Street, Seventh Floor, New York, NY 10001. ![]()
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