ERIC Number: EJ1070909
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Redefining Individual Growth and Development Indicators: Phonological Awareness
Wackerle-Hollman, Alisha K.; Schmitt, Braden A.; Bradfield, Tracy A.; Rodriguez, Michael C.; McConnell, Scott R.
Journal of Learning Disabilities, v48 n5 p495-510 Sep-Oct 2015
Learning to read is one of the most important indicators of academic achievement. The development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas, phonological awareness, shows particular importance because of its strong link to later reading success. Presented here are two studies that describe the development and revision of four measures of phonological awareness skills: Individual Growth and Development Indicators Sound Blending, Syllable Sameness, Rhyming, and Alliteration 2.0. The authors discuss the measure development process, revision, and utility within an early childhood Response to Intervention framework.
Descriptors: Phonological Awareness, Individual Development, Response to Intervention, Early Experience, Early Reading, Outcome Measures, Psychometrics, Measures (Individuals), Standardized Tests, Item Analysis, Evaluation Criteria, Correlation, Achievement Gains, Achievement Rating, Achievement Tests, Item Response Theory, Young Children
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324C080011