Technical Manual - Renaissance Learning

STAR Early Literacy Enterprise in the ClassroomMeasuring GrowthIn addition, STAR Early Literacy Enterprise Teacher Activities address the followingpredictive early literacy variables and skills:Rapid automaticnaming of letters ordigitsRapid automaticnaming of objects orcolorsWriting or writing nameConcepts about printOral languageThe ability to rapidly name a sequence ofrandom letters or digits.The ability to rapidly name a sequence ofrepeating random sets of pictures of objects(e.g., car, tree, house, man) or colors.The ability to write letters in isolation onrequest or to write one's own name.Knowledge of print conventions (e.g.,left–right, front–back) and concepts (bookcover, author, text).The ability to produce or comprehend spokenlanguage, including vocabulary and grammar.Medium to large predictive relationships withlater measures of literacy development;variables maintain their predictive power evenwhen other variables, such as IQ or SES, wereaccounted for.Moderately correlated with at least onemeasure of later literacy achievement buteither did not maintain this predictive powerwhen other important contextual variableswere accounted for or have not yet beenevaluated by researchers in this way.The other skills featured in STAR Early Literacy Enterprise are certainly important,particularly those dealing with vocabulary and comprehension, but the skillslisted above are the stepping stones in learning to read. If a student scores in the