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ERIC Number: EJ1059458
Record Type: Journal
Publication Date: 2015-Jun
Pages: 8
Abstractor: ERIC
Reference Count: 6
ISBN: N/A
ISSN: ISSN-0829-5735
Test Review: Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A., "Comprehensive Test of Phonological Processing-2nd Ed. (CTOPP-2)." Austin, Texas: Pro-Ed
Dickens, Rachel H.; Meisinger, Elizabeth B.; Tarar, Jessica M.
Canadian Journal of School Psychology, v30 n2 p155-162 Jun 2015
The Comprehensive Test of Phonological Processing-Second Edition (CTOPP-2; Wagner, Torgesen, Rashotte, & Pearson, 2013) is a norm-referenced test that measures phonological processing skills related to reading for individuals aged 4 to 24. According to its authors, the CTOPP-2 may be used to identify individuals who are markedly below their peers in phonological abilities, determine individuals' relative strengths and weaknesses in phonological abilities, document individuals' progress in specific intervention programs, and serve as a research tool in studies investigating phonological processing. This second edition differs from its predecessor in that it has new norms, ceilings have been increased by adding more difficult items, and a new phonological awareness subtest has been added (i.e., Phoneme Isolation). Floor effects present in the 5- and 6-year-old version of the first edition were successfully addressed by adding easier items, extending the use of the new edition to children as young as 4. However, floor effects were apparent on selected subtests for children in the lowest end of the extended age range (i.e., 4-year-olds). Measures of symbolic and non-symbolic naming are now included in the 4- to 6-year-old form. Overall, the CTOPP-2 appears to be a reliable and valid measure of phonological processing for individuals aged 4 to 24. The test materials are well constructed, making the CTOPP-2 easy to administer, score, and interpret. In sum, the CTOPP-2 appears to be a useful assessment tool for psychologists, educators, and researchers who wish to gain in depth information regarding an individual's skills in phonological awareness, phonological memory, and rapid naming.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A