A Construct Validation Study of Phonological Awareness for Children Entering Prekindergarten

Webb, Mi-young; Schwanenflugel, Paula J.; Kim, Seock-Ho

doi:10.1177/073428290402200402

Cited by 19 publications

(18 citation statements)

References 26 publications

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“…Specifically, there has been a lack of consistency in the methods by which phonemic awareness has been measured, largely because disagreements about the ways that one should evaluate phonemic awareness (Anthony & Lonigan, 2004;Jimenez & Venegas, 2004). That disagreement has, in turn, raised concerns about the influence of different measurement tasks on CLT (Cisero & Royer, 1995;Durgunoglu et al, 1993;Durgunoglu & Roediger, 1987;Everett, Smythe, Ocampo, & Gyarmathy, 2004;Garcia, 1991;Gillon, 2005;Lundberg et al, 1988;Naslund & Schneider, 1996;Stuart-Smith & Martin, 1999;Webb, Schwanenflugel, & Kim, 2004). Fortunately, despite differences in how phonemic awareness is measured, a growing body of empirical studies has found that tasks, like initial sound identification and phoneme segmentation tend to measure one ability or at least highly correlated abilities (Gillon, 2005;Wagner, Torgeson, Rashotte, Hecht, Barker, Burgess, et al 1997).…”

Section: Tasks and Proceduresmentioning

confidence: 99%

Receptive Vocabulary and Cross-Language Transfer of Phonemic Awareness in Kindergarten Children

Atwill

Blanchard

Gorin

et al. 2007

The Journal of Educational Research

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The authors investigated the influence of language proficiency on the cross-language transfer (CLT) of phonemic awareness in Spanish-speaking kindergarten students and assessed Spanish and English receptive vocabulary and phonemic awareness abilities. Correlation results indicated positive correlations between phonemic awareness across languages; CLT occurred. To investigate the role of proficiency in native language (L1) in CLT, the authors disaggregated the sample into two groups by L1 receptive vocabulary. No evidence for CLT of phonemic awareness emerged among children with below-average L1 skills. Regression results indicated that L1 receptive vocabulary predicted phonemic awareness performance of children's language of instruction. The authors suggest that prereading skills may transfer from L1 to L2 following a different pattern in children lacking L1 proficiency. Further investigation of CLT among children with below-average L1 skills is needed.

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Section: Tasks and Proceduresmentioning

confidence: 99%

Receptive Vocabulary and Cross-Language Transfer of Phonemic Awareness in Kindergarten Children

Atwill

Blanchard

Gorin

et al. 2007

The Journal of Educational Research

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“…Research by Lonigan and colleagues (e.g., Lonigan, 2004a;Lonigan, Burgess, Anthony, & Barker, 1998) and others (e.g., Bowey, 1995;Chaney, 1994;Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000;Raz & Bryant, 1990;Webb, Schwanenflugel, & Kim, 2004) has shown consistently that preschool and early school age children from lower-income backgrounds and those whose parents have less education demonstrate lower phonological awareness skills than more affluent peers. This discrepancy holds for the other key emergent literacy skills of print knowledge and oral language as well.…”

Section: Why Phonological Awareness Is Important For Later Readingmentioning

confidence: 99%

“…That is, growth in one skill can set the stage for, and increase, improvement in the other. This may be particularly true for the link between letter-sound knowledge and onset-rime and phoneme level phonological awareness skills (e.g., Carroll, 2004;Johnston, Anderson, & Holligan, 1996;Foy & Mann, 2006;Webb et al, 2004). Further, the forthcoming NELP Report (Lonigan et al, in press-a), demonstrates that almost all of the instructional studies to date that yielded significant growth in letter knowledge also included instruction in phonological awareness, and the earlier National Reading Panel Report on phonemic awareness instruction supported the inclusion of letters when teaching phonemic awareness (NRP, 2000).…”

Section: Reciprocal Links With Print Knowledge and Oral Languagementioning

confidence: 99%

“…A number of longitudinal studies (e.g., Frost, 2001;Webb et al, 2004) indicate that the development of letter-name and letter-sound knowledge and the development of phonological awareness are reciprocally supportive, and that both are strong predictors of decoding skill. That is, growth in one skill can set the stage for, and increase, improvement in the other.…”

Section: Reciprocal Links With Print Knowledge and Oral Languagementioning

confidence: 99%

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Successful Phonological Awareness Instruction With Preschool Children

Phillips

Clancy-Menchetti

Lonigan

2008

Topics in Early Childhood Special Education

187

117

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Phonological awareness is one of several key precursor skills to conventional literacy that develop during the preschool period. Significant amounts of research support the causal and predictive relation between phonological awareness and children's ease of learning to decode and spell. However, many preschool curricula and early childhood educational and caregiving settings are still lacking in robust instruction in this area, and many preschool instructors do not yet have a strong grasp of the developmental trajectory of phonological awareness nor of how to incorporate effective support and instruction into a developmentally appropriate teaching plan. This article summarizes what is known from high-quality research about the development of phonological awareness and about how this informs effective pedagogical strategies for its instruction. Numerous examples are given of effective instructional strategies derived from randomized trials of preschool curricula and interventions.

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“…Anthony et al, 2002). Webb, Schwanenflugel, and Kim (2004) similarly discerned the correlation between phonological skill and later phonemic skill, and their corresponding predictive relationship to alphabetic knowledge.…”

Section: Introductionmentioning

confidence: 92%

Technical Examination of a Measure of Phonological Sensitivity

Mott

Rutherford

2012

Sage Open

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This study describes the development and evaluation of an assessment of phonological sensitivity (PS) designed to empower teachers to identify children's phonological and phonemic awareness levels for meaningful instruction and to aid literacy researchers in advancing current understandings of the developmental continuum of PS skills. The Leveled Assessment of Phonological Sensitivity (LAPS) is based on specific causal, reciprocal, and correlational relationships to literacy skills, including reading. The assessment contains 11 levels of item types divided in two parts synthesizing linguistic complexity and cognitive operation based on the literature: (a) phonological awareness and (b) phonemic awareness for determining a child's level of PS skill. Technical examination of the LAPS's reliability and validity are presented, including developmental trends of students (n = 333) in Pre-K, K, and Grades 1 and 2. Internal consistency (α = .93) and split-half reliability (Guttman coefficient = .95) were high. Content validity is discussed based on the historical body of research addressing the PS continuum in comparison with the current construct. Developmental validity, determined via ANOVA, revealed LAPS scores discriminating grade level of participants. Confirmatory factor analysis with structural equation modeling revealed single-factor structure, indicating evidence for discriminant validity across LAPS item types along a single latent variable. All 11 paths contained high correlations (across 10 item types with α = .79) between a single factor with rhyme as the exception (α = .40). Findings support LAPS use for teacher identification of students' PS and reinforce the PS hierarchy of task difficulty set forth from the body of research that dates back to 1976.

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A Construct Validation Study of Phonological Awareness for Children Entering Prekindergarten

Cited by 19 publications

References 26 publications

Receptive Vocabulary and Cross-Language Transfer of Phonemic Awareness in Kindergarten Children

Receptive Vocabulary and Cross-Language Transfer of Phonemic Awareness in Kindergarten Children

Successful Phonological Awareness Instruction With Preschool Children

Technical Examination of a Measure of Phonological Sensitivity

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