The development and psychometric properties of a shared book reading observational tool: The Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)

Abstract

Shared book reading in preschool settings plays an influential role in supporting children’s oral language and emergent literacy skills. Early childhood teachers can provide high-quality shared book reading experiences using extratextual utterances (reading beyond the story text) to maximise these learning outcomes. We report on the development and psychometric properties of the ‘Emergent Literacy and Language Early Childhood Checklist for Teachers’ (ELLECCT) tool, a comprehensive observational checklist designed to document early childhood teachers’ extratextual oral language and emergent literacy strategies during shared book reading. The ELLECCT measures teachers’ dialogic reading prompts, vocabulary promotion strategies, responsive statements, print knowledge and phonological awareness. The ELLECCT also contains a rating scale examining paralinguistic and nonverbal strategies used by early childhood teachers to support engagement during shared book reading interactions. The psychometric properties of the ELLECCT were measured in a four-phase process. Content validity was tested using the Content Validity Index and a three-round Delphi process was used to measure face validity. Both intra-rater and inter-rater reliability were evaluated from a sample of 32 shared book reading observations. The study findings provide preliminary evidence for the psychometric properties of the ELLECCT, such that it is judged as suitable for evaluation of early childhood teachers’ use of extratextual and paralinguistic strategies while engaged in shared book reading. We describe the ELLECCT’s potential application in both classroom coaching and training, and as a research tool, to support early childhood teachers’ skill-development during shared book reading.

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