PALS-PreK is designed to be administered to four-year-olds in the fall of PreK in order to guide instruction during the year. A second administration in the spring of PreK serves to evaluate progress. The best interpretation of PALS-PreK results includes using child-level results to help meet children’s specific needs and classroom-level results to guide instruction for the whole group. Scores from an entire classroom can inform teachers’ curriculum planning so that they can provide and enhance opportunities for exploration and language-based literacy instruction for all children.
PALS-PreK Support Documents
- PALS-PreK Description of Tasks
- PALS-PreK Materials Checklist
- PALS-PreK Spring Developmental Ranges
- PALS-PreK Technical Reference
- PALS-PreK Reports
PALS-PreK Administration and Scoring
Please review your PALS-PreK Teacher’s Manual for detailed and step-by-step information about all PALS-PreK tasks and scoring.
A Note About PALS-PreK Spring Developmental Ranges
Children arrive at preschool with varying levels of exposure to books, language, the alphabet, and word play. Many children who begin their preschool year not recognizing any letters soon catch up once they are engaged in early literacy instruction. Others may, for whatever reason, continue to lag behind even at the end of the preschool or kindergarten year. Preschool is too early to identify a student as “at-risk” for reading difficulties, or as having a significant reading deficiency. PALS-PreK should be used to learn what students currently know and what they are ready to learn next, and can also be used to identify strengths and needs in the PreK program and curriculum. Specific benchmarks or cut-off scores are not indicated for PALS-PreK; rather, PALS provides PreK Spring Developmental Ranges that reflect expectations for the spring of the 4-year-old year.