Psychometric Properties of the Pre-Literacy Test: Assessing Literacy Readiness Skills

Abstract

This study examined the psychometric properties of the Pre-Literacy Test, developed to measure the literacy readiness skills of children who have completed preschool education. Using a quantitative, multistage design, the study was conducted with a total of 5966 children aged 6-7 who were about to enter elementary school in the 2024-2025 academic year (N1 = 1911; N2 = 1644; N3 = 2411). Exploratory Factor Analysis revealed a three-factor structure-Reading Skills, Writing Skills (Dictation), and Writing Skills (Copying)-which explained 82.38% of the total variance. Confirmatory Factor Analysis demonstrated that this structure showed an acceptable model fit (CFI = 0.997, TLI = 0.997, SRMR = 0.030, RMSEA = 0.111). The internal consistency coefficients (alpha = 0.891-0.962; omega = 0.912-0.983) and convergent validity values (AVE = 0.867-0.949) of the PLT were found to be high. Discriminant validity was confirmed according to the Fornell-Larcker criterion, and measurement invariance across gender was supported through Multigroup Confirmatory Factor Analysis. Item analyses indicated that most test items were of moderate difficulty (mean difficulty = 0.409) and high discrimination (mean discrimination = 0.516). In conclusion, the PLT was determined to be a psychometrically robust, valid, and reliable instrument for assessing basic literacy skills prior to elementary school entry. These findings suggest that the test can be confidently used in early literacy research and school readiness assessments.