The Validity and Reliability of Phonemic Awareness Tests

Yopp, Hallie Kay

doi:10.2307/747800

Cited by 616 publications

(537 citation statements)

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“…The absence of correlation could be due to a limitation of P3b sensitivity, which reaches saturation level in tasks of low attentional demand [14]. Consistent with this view, demanding phoneme awareness tasks have been shown to correlate better with reading skill than simple phoneme discrimination [55] or identification. It may therefore be the case that a more demanding phoneme awareness task than the one used here, such as phoneme deletion or spoonerism judgment, would reveal differences between dyslexic and control individuals.…”

Section: Discussionmentioning

confidence: 79%

Phonological oddballs in the focus of attention elicit a normal P3b in dyslexic adults

Fosker

Thierry

2005

Cognitive Brain Research

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Section: Discussionmentioning

confidence: 79%

Phonological oddballs in the focus of attention elicit a normal P3b in dyslexic adults

Fosker

Thierry

2005

Cognitive Brain Research

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“…However, unlike in the initial-phoneme classification task, in this test experimental group 1 had poor results in the post-test and did not achieve statistically significant progresses if compared with control group. This result is probably explained by a combination of the complexity of the test, which requires the children to retain a segmental unit in their working memory while they perform the rest of the operations (Yopp, 1988), and the fact that these children's phonemic awareness was still quite limited. It is important to notice that this is one of the most difficult phonemic tasks and most of the times children only have success on it after being competent readers (Perfetti et al, 1987).…”

Section: Discussionmentioning

confidence: 99%

“…We feel that this analysis should be undertaken using various means of measuring performance in terms of phonemic awareness, in such a way as to take the heterogeneity and varying degrees of difficulty of the different phonemic tests into account (Adams, 1998;Yopp, 1988).…”

Section: Introductionmentioning

confidence: 99%

The impact of invented spelling on phonemic awareness

Martins

Silva

2006

Learning and Instruction

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The objective of this study was to assess the impact of a training programme, designed to make preschool-age children's invented spelling evolve, on their phonemic awareness. The participants were 90 children who were divided into 3 experimental and 3 control groups based on the nature of their invented spelling. Children's phonemic skills were evaluated in a pre-test and a post-test. In between the experimental groups underwent the training program. The experimental groups achieved greater progress in the phonemic tests than the control groups. The training's impact on those tests differed depending on the level of the children's invented spelling.

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“…This problem has challenged researchers for some time but no consistent classification system has emerged. For example, Yopp (1988) identified three independent processing demands: (a) comparison or discrimination; (b) individual sound manipulation; and (c) phonological memory. 5 More recently, Roberts and McDougall (2003) distinguished slightly different categories, namely: implicit awareness (e.g., matching); production and discrimination (e.g., oddity, similarity detection); and manipulation (e.g., segmentation, blending).…”

Section: Overviewmentioning

confidence: 99%

Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

et al. 2013

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. b s t r a c tPhonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study 1); the influence of orthographic depth on the pace of phonological development during the transition to literacy (Study 2); and the impact of literacy instruction (Study 3). Results from 242 children did not reveal a consistent sequence of development as performance varied according to task demands and language. Phonics instruction appeared more influential than orthographic depth in the emergence of an early meta-phonological capacity to manipulate phonemes, and preliminary indications were that cross-linguistic variation was associated with speech rhythm more than factors such as syllable complexity. The implications of the outcome for current models of phonological development are discussed.

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The Validity and Reliability of Phonemic Awareness Tests

Cited by 616 publications

References 0 publications

Phonological oddballs in the focus of attention elicit a normal P3b in dyslexic adults

Phonological oddballs in the focus of attention elicit a normal P3b in dyslexic adults

The impact of invented spelling on phonemic awareness

Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

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