SHELL: Oral Language and Early Literacy Skills in Kindergarten and First-Grade Children

Catherine Elizabeth Snow · Patton O. Tabors · Petra A. Nicholson · Brenda F. Kurland

249 citations0/0 files storedJournal of Research in Childhood Education

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Reading and Literacy Development Early Childhood Education and Development Language Development and Disorders

Abstract

Since learning to read is a complex process, there are a diverse set of prerequisite skills, including both language and literacy related skills. This article reports on a battery of oral language and early literacy tests, called the SHELL. The battery contains measures of oral language development (a narrative production task, a picture description task, a definitions task, and a superordinates task), as well as comprehension, vocabulary, and early literacy measures (both emergent literacy and early reading and spelling.) In addition to presenting the tasks and the scoring systems for the SHELL, we also provide information about performance on these tasks by participants in the Home-School Study of Language and Literacy Development, a longitudinal project that is collecting interview, interactional, and outcome data on low-income children from age three to age ten at home and at school. Descriptive, correlational, and predictive analyses based on scores for SHELL-K (when the children were five years old) and SHELL-1 (when the children were in first grade) are presented.

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References

1987Wide Range Achievement Test-Revised 1994Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension 1983Developmental Psycholinguistics: Three Ways of Looking at a Child’s Narrative 1983Developmental Psycholinguistics 1988Metalinguistic Abilities and Beginning Reading 1991The Theoretical Basis For Relationships Between Language and Literacy in Development

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