The present study makes a significant theoretical contribution to the literature as the first study, to our knowledge, that has tested the hypothesis that weaknesses in representation-related phonological processing may underlie the difficulties in phonological awareness and reading that are demonstrated by children with SSDs.

Individual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed two important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the dimensionality of phonological representation abilities. Second, we empirically compared how well typical measures index various representation-related phonological processing abilities. Specifically, nine measures of accessibility to and distinctness of phonological presentations were administered to 175 3-, 4-, and 5-year-old children. Confirmatory factor analysis validated three separate but correlated phonological processing abilities, i.e., efficiency of accessing phonological codes, precision of phonological codes as reflected in speech production, and precision of phonological codes as reflected in speech perception. The named phonological processing abilities were equally good measures of a secondorder phonological representation factor. While most prototypic measures were excellent indicators of first-order phonological abilities, they were only modest indicators of phonological representation.

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Individual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed three important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the dimensionality of phonological representation abilities. Second, we empirically compared how well typical measures index various representation-related phonological processing abilities. Third, we supply data on Spanish phonological representation abilities of incipient Spanish–English bilingual children to address the need for information on phonological representation across languages. Specifically, nine measures of accessibility to and precision of phonological presentations were administered to 129 preschool children in the United States. Confirmatory factor analyses validated three separate but correlated a priori phonological processing abilities, that is, efficiency of accessing phonological codes, precision of phonological codes as reflected in speech production, and precision of phonological codes as reflected in speech perception. Most prototypic measures were strong indicators of their respective representation-related phonological ability. We discuss how the current data in Spanish compares to limited data in English, and the implications for the organization of phonological representations abilities.

Objective: The Houston Sentence Repetition Test of Articulation (HSRTA) was developed as a screener and brief outcome measure of articulation abilities of 3-to 5-year-old children. The HSRTA employs a sentence repetition task, which theoretically combines all of the advantages of the traditional citation method of assessing articulation with many of the advantages of the continuous speech method. The aim of this study was to examine the psychometric properties of the new measure. Methods: A sample of 175 children was assessed twice, with approximately five months between assessment waves. The sample was ethnically diverse and ranged in age from 2 years and 11 months to 5 years and 4 months (mean age=4 years 6 months, SD=5 months). At each wave, children were administered the HSRTA and standardized tests of speech, language, and memory. Results: The HSRTA demonstrated good internal consistency at both assessment waves (alphas=.84 and .86, respectively). Similarly, factor analysis clearly indicated it indexed a single latent ability. The HSRTA demonstrated moderate stability across the five month time span (r=.57, p<.0001). The new measure demonstrated convergent validity with a standardized articulation test (rs=.71 and .68, ps<.0001) and discriminant validity with standardized vocabulary and auditory memory tests (rs from-.32 to-.47). The HSRTA demonstrated internal consistencies and test-retest reliabilities that were equivalent to those of a standardized, norm referenced test of articulation, but the HSRTA was more sensitive to the effects of time (F[1,160]=11.26, p<.01). Conclusion: Psychometric analyses indicated that the new measure is a reliable, valid, and sensitive tool for assessing individual differences in articulation skills among 3-to 5-year-old children. Collectively, results indicate the HSRTA surpasses minimum standards for a screener and brief outcome measure. Potential uses for researchers and practitioners are discussed.