Construction and Validation of Tests for Assessing Early Literacy and Early Numeracy Skills in Kannada-Speaking Preschool Children

Registration ID: IJNRD_328073

Published ID: IJNRD2608322

: https://doi.org/10.56975/ijnrd.v11i8.328073

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Ms. P. V. Ramanakumari, Prof. Manjula P. Rao

early literacy, early numeracy, preschool children, Kannada, test construction, test validation, TEL-K, TEN-K

Early literacy and early numeracy skills are critical building blocks for successful engagement with formal schooling. However, there are very few assessment tools that are culturally and linguistically suitable to assess these skills among Kannada speaking preschool children. The present study focused on the construction, content validation, standardization, item analysis, and reliability estimation of two researcher-developed assessment tools: the Test for Examining Early Literacy Skills in Kannada (TEL-K) and the Test for Examining Early Numeracy Skills in Kannada (TEN-K). The tests were developed to assess developmentally relevant early literacy and numeracy abilities among Kannada-speaking preschool children, including children with hearing loss. TEL-K comprised 22 main questions carrying a total of 100 marks across 12 domains: auditory identification, visual identification, visual discrimination, visual analysis, visual tracking, letter identification and sight-word reading, auditory memory, visual memory, colouring, copying, independent writing, and writing from memory. TEN-K comprised 21 main questions carrying 65 marks across seven domains: non-numerical comparative measurement, identification and sequencing of numbers, counting and comparison, operations with numbers, shapes, money, and time concepts. The test items were developed with reference to Bloom’s Taxonomy and underwent content validation by special educators, regular preschool educators, speech-language pathologists, audiologists, and caregivers of children with special needs. Following content validation, the tests were administered to 60 typically developing native Kannada-speaking preschool children aged 3–6 years for developmental standardization. Item analysis showed that most TEL-K items were easy or very easy, with 14 items demonstrating excellent discrimination after revision, six showing good discrimination, and two showing marginal discrimination. For TEN-K, seven items demonstrated excellent discrimination, 11 good discrimination, and three marginal discrimination following revision. Internal consistency was good for both TEL-K (Cronbach’s α = 0.826) and TEN-K (Cronbach’s α = 0.816). Mean scores demonstrated age-related developmental trends across the literacy domains and, broadly, across numeracy domains. The findings provide preliminary evidence for the developmental appropriateness, item quality, and internal consistency of TEL-K and TEN-K for assessing early literacy and early numeracy skills among Kannada-speaking preschool children.

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Ms. P. V. Ramanakumari & Prof. Manjula P. Rao (August-2026). Construction and Validation of Tests for Assessing Early Literacy and Early Numeracy Skills in Kannada-Speaking Preschool Children. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 11(8), d217-d223. https://doi.org/10.56975/ijnrd.v11i8.328073

Volume 11 Issue 8, August-2026

Pages : d217-d223

Paper Reg. ID: IJNRD_328073

Published Paper Id: IJNRD2608322

Research Area: Other area not in list

Author Type: Indian Author

Country: -, -, India

Published Paper PDF: https://ijnrd.org/papers/IJNRD2608322.pdf

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Crossref DOI: https://doi.org/10.56975/ijnrd.v11i8.328073

Journal Name: INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT(IJNRD)

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