Enhancing Validity in Phonological Awareness Assessment through Computer-Supported Testing

Authors

Jerrell C. Cassady
Lawrence L. Smith
Linda K. Huber

DOI

https://doi.org/10.7275/j0aw-xp53

Abstract

Phonological awareness is an early indicator of emergent reading skill that is known to be reliably related to eventual reading performance. This established research based coupled with federal and state requirements to measure phonological awareness as an indicator of early reading program success has heightened the attention toward phonological assessment tools. The purpose of this paper is to identify two central threats to validity that are present in the standard assessment tools and provide a methodological solution to both threats using the Standardized Assessment of Phonological Awareness as an example. Accessed 29,414 times on https://pareonline.net from November 19, 2005 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Recommended Citation

Cassady, Jerrell C.; Smith, Lawrence L.; and Huber, Linda K. (2019) "Enhancing Validity in Phonological Awareness Assessment through Computer-Supported Testing," Practical Assessment, Research, and Evaluation: Vol. 10, Article 18.
DOI: https://doi.org/10.7275/j0aw-xp53
Available at: https://scholarworks.umass.edu/pare/vol10/iss1/18