Test-Retest Reliability of Phonemic Awareness Assessment Instruments of Kindergarten Students
As a child develops, one of the most critical factors in future success in school is reading ability. The extent to which a child is phonemically aware can predict how well he or she will be able to read. With this in mind, many instruments exist that test for these phonemic awareness skills. The pu...
| Main Author: | |
|---|---|
| Format: | Others |
| Published: |
TopSCHOLAR®
2001
|
| Subjects: | |
| Online Access: | http://digitalcommons.wku.edu/theses/687 http://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1690&context=theses |
| Summary: | As a child develops, one of the most critical factors in future success in school is reading ability. The extent to which a child is phonemically aware can predict how well he or she will be able to read. With this in mind, many instruments exist that test for these phonemic awareness skills. The purpose of this research was to examine the test-retest reliability of four phonemic awareness instruments. Six elementary schools in the Bowling Green City School District participated in the study. A total of 152 students in the kindergarten grades of each school were administered the Comprehensive Test of Phonological Processing, the Test of Phonological Awareness, the Dynamic Indicators of Basic Early Literacy Skills, or the Yopp-Singer Test of Phoneme Segmentation (some students received two instruments) twice, with two weeks between the testings. Reliability coefficients for the two testings were calculated. Strong reliability coefficients were determined for each of the four instruments, ranging from .82 to .94. |
|---|