Convergent and concurrent validity of two measures of phonological processing

The purposes of this study were to determine the degree to which two measures of phonological awareness/ability (Test of Phonological Awareness; Comprehensive Test of Phonological Processing) correlate with each other and with a measure of reading (Letter-Word Identification), and to determine which of the individual measures of phonological ability best predict early reading skill in kindergarten children. With one exception, all correlations among measures of phonological awareness/ability were significant. In addition, all correlations among the phonological awareness measures and the reading measure were significant. Multiple regression analyses revealed that the combination of all predictor variables accounted for approximately 51% of the variability in scores on the Woodcock Letter-Word Identification subtest. The Phonological Awareness and the Rapid Naming composites of the CTOPP were the best predictors of performance on the measures of word identification. © 2002 Wiley Periodicals, Inc.

[1]  T. Shanahan,et al.  Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis , 2001 .

[2]  M. Meyer.  The Ability–Achievement Discrepancy: Does it Contribute to an Understanding of Learning Disabilities? , 2000 .

[3]  Joseph K. Torgesen,et al.  A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness , 2000 .

[4]  M. Rahbar,et al.  Kindergarten Screening for Risk of Reading Failure , 1998 .

[5]  Sandra M. Chafouleas,et al.  Phonological Awareness Skills in Children: Examining Performance across Tasks and Ages , 1997 .

[6]  P. Aaron.  The Impending Demise of the Discrepancy Formula , 1997 .

[7]  Diane McGuinness,et al.  Phonological Training and the Alphabet Principle: Evidence for Reciprocal Causality. , 1995 .

[8]  A Cornwall,et al.  The Relationship Between Phonological Awareness and Reading and Spelling Achievement Eleven Years Later , 1995, Journal of learning disabilities.

[9]  H. Catts,et al.  The relationship between speech-language impairments and reading disabilities. , 1993, Journal of speech and hearing research.

[10]  E. W. Ball.  Assessing Phoneme Awareness. , 1993 .

[11]  Morag Stuart,et al.  Patterns of reading and spelling in 10-year-old children related to prereading phonological abilities , 1992 .

[12]  Marilyn Jager Adams,et al.  Beginning To Read: Thinking and Learning about Print. , 1991 .

[13]  Hollis S. Scarborough,et al.  Prediction of reading disability from familial and individual differences. , 1989 .

[14]  C. A. Rashotte,et al.  Test of Word Reading Efficiency , 1999 .

[15]  Edward R. Sipay,et al.  Cognitive profiles of difficult-to-remediate and readily remediated poor readers : Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific Reading disability , 1996 .