About the Measure
| Domains | Omnibus |
| Subscales | Consist of 12 probes: six designed to measure early literacy skills (e.g., phonological awareness, vocabulary, and letter knowledge) and six designed to assess early numeracy skills (e.g., number identification and counting aloud). |
| Target Construct | Literacy: Phonological awareness, vocabulary, print knowledge, and letter knowledge Numeracy: Number identification, pattern and shape recognition, and counting |
| Description | Developed specifically for preschool children at-risk for academic difficulty, EARLI includes two sets of brief measures. The first set assesses critical early literacy skills and the second set measures early mathematics skills. |
| Test Authors | DiPerna, Morgan, & Lei, 2007 |
| Publisher | Headstart University Partnership (2007) |
| Psychometry | |
| Implementation |
Implementation details
| Respondent | Child |
| Prior knowledge Required | Not reported |
| Scoring | Transparent scoring clear criteria |
| Time | Typical administration time was approximately 2 min per probe (12 minutes total) |
| Age | 3 years to 4 years |
Psychometric details
| UK norms | YES |
| Norm / Criterion referenced | Both |
| Standardisation sample | 47 |
| Reliability | Internal consistency: Cronbach's alphas range from 0.83 to 0.98. Only for expressive vocabulary fall short of 0.80 (Reported in Reid et al. 2001) |
| Criterion validity | EARLI numeracy measures demonstrated adequate concurrent relationships with scores from the WJ-III mathematics subtests |
| Construct validity | Scores on the Letter Naming, Alphabet Recitation, and Letter Sounds probes displayed moderate concurrent relationships (r = .48–.67) with the TERA-3’s Alphabet subtest. No significant relationships were observed between the EARLI probes and the Meaning or Conventions subtests. (Reported in Reid at al, 2001) |
| Concurrent validity | Moderately or strongly correlated with the Test of Early Reading for literacy probes .43 -.55 |