Phonological Testing Validity

A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset-Rime Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading. The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe’s score for each level is as follows:

Phonological awareness is being able to distinguish the assembly of isolated sounds that make up words and experiment with adjusting the distinct sounds known as Phonemes to form new words (Emmit, Hornsby & Wilson, 2013). Elements of phonological awareness include practice with separating, manipulating and grouping together sounds of words, in addition to exploring words and sounds in an enjoyable way using rhymes (Matheson, 2005). Phonological awareness provides innovative processes for a broader vocabulary and the ability to sound out new words (University of Oregon, 2009). The decoding process that occurs allows readers the ability to then concentrate on the meaning of what they read and improve their reading development (Reid Lyon, 1998). When teaching phonological awareness to children, teachers should work in small groups that explore only a couple of concepts at a time for instance how the mouth moves when saying a variety of isolated sounds in comparison to these phoneme sounds blended to assemble a word (Learning Point Associates, 2004). In conjunction with the familiarity of phonemes and words in phonological awareness, it is imperative to integrate this fundamental feature of reading development with understanding graphemes, and the link to letters in print to their phonemes sounds with phonics (Fellows & Oatley,

The article’s purpose was to provide normative data for phonological development of British-English speaking children. The article focused on two aspects of speech development: the age of acquisition of sounds such a phonetic acquisition and the age in which error patterns stopped. In addition, this article discussed the effects that age, socioeconomic status and gender may have on speech sound development. The authors hypothesized that girls would display higher levels of phonological accuracy as compared to boys and that children from higher socio-economic families would have higher levels of phonological skills than children from low socio-economic families. It was also hypothesized that phonological skills should develop with age, that

In this quantitative action research intervention study, a non-probability convenience sampling was selected from the existing kindergarten class in the QSI Sarajevo school. During the six week intervention plan, students were taught letter sound-symbol relationships were taught with kinesthetic hand movements to teach phonemic acquisition. Rigby Literacy's Phonemic Awareness Skills Test was administered prior to the initial observation phase, at the end of the first instruction period before starting the intervention, and at the end of the experimental classroom approach to phonemic awareness. This evaluation tool was used in conjunction with observations and student samples to determine phonemic awareness improvements. These assessment tools will help determine if the student has mastered the basic skills to produce CVC words/pseudo words. A likert scale test was also used to compare the students’ attitude towards learning of the sample before and

The mastery of second language phonology refers to the acquisition of the second language (English) sound system, listening comprehension and speaking skills. The acquisition of the L2 phonology is an area of language that has not been thoroughly investigated like other parts of language such as syntax or grammar. In fact, it is only in the last quarter of the twentieth century that studies about this area of language have emerged. As such, research studies about this aspect of second language learning are quite small and recent.

The assessment evaluated above was used in a 5th grade language arts class where students were assessed on their understanding and application of the eight parts of speech. The students had to know the eight parts of speech to answer every question correctly. The assessment was taken by 17 regular 5th grader students, 2 ESOL and one ESE. Proper accommodation was given for ESOL students and ESE student, such as extended time to complete the test. From the 20 students taking the assessment, 9 students were girls and 11 students were boys. The assessment has a high validity, for the questions are intended for students to identify the proper part of speech in each sentence.

Researchers have shown that lack of preparation in the teaching of phonological awareness hinders the way teachers present phonological awareness when teaching their studnets reading. Researchers suggest interference due to the teacher's perspective, lack of training, values, and background may exist an be detrimental in properly teaching phonological awareness. Flesh’s 1955 publication of Why Johnny can’t Read and What You Can Do About it was influential in exposing the ineffective way how teachers teach their students literacy and reevaluation of reading programs in education and their deficiencies (Smith, 2002). Flesh’s book ignited educators and non-educators to look seriously at this literacy deficiency. A renewed interest

The tests for pre-test and post-test were similar. There were 16 words for first grade, 12 words for second grade, and 16 words for third grade. The tests were used to see the ability of the students orally say the sound and break the word into phonemes, not letters. The way of analyzing the data was following Yopp-Singer Test (1995). The students who got high scores by segmenting all the items correctly were considered as phonemically aware. The students who correctly segmented some items were considered as displaying emerging phonemic awareness. Students who were not able to segment the items correctly or none at all were included as lacking of phonemic

would help to facilitate word recognition. The evidence also suggests that in most cases deficits in phonological skills associated with the ability to use speech codes are likely causes of dyslexia. Definitions of phonological processing are complex, Arrow (2016) defines

A study by Skahan, Watson & Lof (2007) examined the assessment methods used by speech-language pathologists (SLPs) when assessing children with suspected speech sound disorders (SSD). Through a national survey, the study also examined the assessment of non-native English speakers and the length of the assessment process (Skahan, Watson & Lof, 2007). The study was pursued due to a lack of research regarding the assessment methods used by SLPs to identify children with SSD. Previous research by Tyler et al. (2002) discussed a variety of standardized and non-standardized assessments for SSDs. While the general areas of assessment were similar, the specific assessment procedures varied according to the clinicians’ theoretical perspective. Thus, the purpose of the study was to provide information about the current assessment methods used by SLPs in diagnosing children with suspected SSD (Skahan, Watson & Lof, 2007). The findings will allow clinicians to compare their own assessment methods with the participants of the study (Skahan, Watson & Lof, 2007).

The recommended support to enhance Frank’s phonetics skills is using Nursery Rhymes to develop phonological awareness. First Frank’s prior knowledge would need to be tested. In journal a PowerPoint was put together of 10 nursery rhymes using visual and auditory cues. The beginning sound awareness task is designed to require Frank to detect the beginning phoneme (sound). The test consisted if two practice trials and then ten experimental trails. An example, of a test would be asking Frank to listen to the word milk and then asking him to repeat the work and state the beginning sound. After achieving the beginning sound awareness task Frank would complete the Phonological Awareness Training. In the journal it says, “The phonological awareness training was conducted for 15-20 minuets once per week over a period of ten weeks”

This article examined phonological sensitivity of preschool-age children by using a variety of phonological sensitivity tasks that are said to be within the capabilities of preschool age children. The phonological sensitivity tasks included measures of rhyme oddity detection, alliteration oddity detection, blending, and elision. In addition, the article investigated SES (socioeconomic status) differences in phonological sensitivity during the children’s preschool years.

Introduction. The acquisition of the plural is dependent on multiple phonological factors that can influence the production and comprehension of the plural marker. In Spanish, the rules of plural marking are simple and considering only non-verb words, the effect of stress preceding the plural marker could determine how the plural is acquired. If the word ends in an unstressed vowel, then simply /-s/ is added onto the word; if the word ends in a stressed vowel (except é) or a consonant, then /-es/ is added; and if the word ends in an unstressed vowel followed by s, then the plural form is the same. Considering these rules, there are other elements that have to agree with the plural tense, one of them being determiners. The articles that

Student Expectation C: recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL)

“Phonological disorders in children can result from physical or organic causes or may be functional in nature ("Phonological disorders in," 2013)”. Children with a phonological disorder may experience a higher risk for reading and writing disabilities. “If left unresolved, phonological disorders have long-term consequences that may interfere with an individual's future social, academic, and vocational well-being, largely resulting from persistent, reduced intelligibility of speech ("Phonological disorders in," 2013).”