Redefining Individual Growth and Development Indicators: Phonological Awareness
Saved in:
| Title: | Redefining Individual Growth and Development Indicators: Phonological Awareness |
|---|---|
| Language: | English |
| Authors: | Wackerle-Hollman, Alisha K., Schmitt, Braden A., Bradfield, Tracy A., Rodriguez, Michael C., McConnell, Scott R. |
| Source: | Grantee Submission. 2015 48(5):495-510. |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2015 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324C080011 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Phonological Awareness, Individual Development, Response to Intervention, Early Experience, Early Reading, Outcome Measures, Psychometrics, Measures (Individuals), Standardized Tests, Item Analysis, Evaluation Criteria, Correlation, Achievement Gains, Achievement Rating, Achievement Tests, Item Response Theory, Young Children |
| DOI: | 10.1177/0022219413510181 |
| Abstract: | Learning to read is one of the most important indicators of academic achievement. The development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas,phonological awareness, shows particular importance because of its strong link to later reading success. Presented here are two studies that describe the development and revision of four measures of phonological awareness skills: Individual Growth and Development Indicators Sound Blending, Syllable Sameness, Rhyming, and Alliteration 2.0. The authors discuss the measure development process, revision, and utility within an early childhood Response to Intervention framework. [This article was published in "Journal of Learning Disabilities," (EJ1070909).] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | ED605881 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Learning to read is one of the most important indicators of academic achievement. The development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas,phonological awareness, shows particular importance because of its strong link to later reading success. Presented here are two studies that describe the development and revision of four measures of phonological awareness skills: Individual Growth and Development Indicators Sound Blending, Syllable Sameness, Rhyming, and Alliteration 2.0. The authors discuss the measure development process, revision, and utility within an early childhood Response to Intervention framework. [This article was published in "Journal of Learning Disabilities," (EJ1070909).] |
|---|---|
| DOI: | 10.1177/0022219413510181 |
