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Phonological Segmentation Assessment Is Not Enough: A Comparison of Three Phonological Awareness Tests with First and Second Graders

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Title: Phonological Segmentation Assessment Is Not Enough: A Comparison of Three Phonological Awareness Tests with First and Second Graders
Language: English
Authors: Kilpatrick, David A.
Source: Canadian Journal of School Psychology. Jun 2012 27(2):150-165.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 1
Grade 2
Descriptors: Phonology, Phonological Awareness, Grade 2, Grade 1, School Psychology, Elementary School Students, Reading Tests, Reading Instruction, Measures (Individuals), Comparative Analysis
Geographic Terms: New York
DOI: 10.1177/0829573512438635
ISSN: 0829-5735
Abstract: Despite extensive research on phonological awareness and reading, there has been little effort to study practical questions that would assist practitioners regarding the choice and interpretation of the phonological awareness tests available to them. This study examined the relationship between decoding (real and pseudowords) and three phonological awareness tests (segmentation, blending, and manipulation) taken from the "Comprehensive Test of Phonological Processing (CTOPP)" with an unselected population of first grade (n = 67) and second grade (n = 49) students. Segmentation displayed the weakest correlation with reading and accounted for no statistical variance in reading beyond what was found in the blending test. It also failed to account for a substantial amount of variance in reading that is captured by the manipulation test. Despite its popularity in educational contexts, phonological segmentation may be less useful than phonological manipulation or blending in assessing the phonological substrates of reading at these grade levels. (Contains 3 tables, 2 figures, and 1 note.)
Abstractor: As Provided
Number of References: 26
Entry Date: 2012
Accession Number: EJ967966
Database: ERIC
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Despite extensive research on phonological awareness and reading, there has been little effort to study practical questions that would assist practitioners regarding the choice and interpretation of the phonological awareness tests available to them. This study examined the relationship between decoding (real and pseudowords) and three phonological awareness tests (segmentation, blending, and manipulation) taken from the "Comprehensive Test of Phonological Processing (CTOPP)" with an unselected population of first grade (n = 67) and second grade (n = 49) students. Segmentation displayed the weakest correlation with reading and accounted for no statistical variance in reading beyond what was found in the blending test. It also failed to account for a substantial amount of variance in reading that is captured by the manipulation test. Despite its popularity in educational contexts, phonological segmentation may be less useful than phonological manipulation or blending in assessing the phonological substrates of reading at these grade levels. (Contains 3 tables, 2 figures, and 1 note.)
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