Not All Phonological Awareness Tests Are Created Equal: Considering the Practical Validity of Phonological Manipulation versus Segmentation
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| Title: | Not All Phonological Awareness Tests Are Created Equal: Considering the Practical Validity of Phonological Manipulation versus Segmentation |
|---|---|
| Language: | English |
| Authors: | Kilpatrick, David A. |
| Source: | Communique. Mar-Apr 2012 40(6):31-33. |
| Availability: | National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/ |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 3 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Phonemes, School Psychologists, Phonological Awareness, Reading Skills, Tests, Validity, Syllables, Researchers, Correlation, Reading Difficulties, Reading Achievement, Evaluation |
| ISSN: | 0164-775X |
| Abstract: | Based upon extensive evidence, researchers have almost universally accepted that phonological awareness (also called phonological sensitivity) is strongly associated with the development of word-level reading skills, with rare voices that either deny or downplay its significance. Phonological awareness is a construct that includes the ability to notice that spoken words can be divided into smaller units such as syllables, onsets, rimes, and phonemes. Students who develop phonological awareness are able to quickly and easily map printed words to permanent memory. Students who do not develop phonological awareness typically struggle in reading. This article addresses a practical question that is rarely addressed in the research literature. Simply put: What is the most useful way for school psychologists or teachers to assess a student's phonological awareness skills? There are different types of tasks that have been used to measure phonological awareness, and it is important to determine which of them is most well-suited for school-based screening and/or assessment. |
| Abstractor: | ERIC |
| Number of References: | 36 |
| Entry Date: | 2012 |
| Access URL: | https://www.nasponline.org/publications/cq/index.aspx?vol=40&issue=6 |
| Accession Number: | EJ976878 |
| Database: | ERIC |
| Abstract: | Based upon extensive evidence, researchers have almost universally accepted that phonological awareness (also called phonological sensitivity) is strongly associated with the development of word-level reading skills, with rare voices that either deny or downplay its significance. Phonological awareness is a construct that includes the ability to notice that spoken words can be divided into smaller units such as syllables, onsets, rimes, and phonemes. Students who develop phonological awareness are able to quickly and easily map printed words to permanent memory. Students who do not develop phonological awareness typically struggle in reading. This article addresses a practical question that is rarely addressed in the research literature. Simply put: What is the most useful way for school psychologists or teachers to assess a student's phonological awareness skills? There are different types of tasks that have been used to measure phonological awareness, and it is important to determine which of them is most well-suited for school-based screening and/or assessment. |
|---|---|
| ISSN: | 0164-775X |
