Assessing phonological awareness in kindergarten children: Issues of task comparability
dc.contributor.author | Stanovich, Keith E. | en_US |
dc.contributor.author | Cunningham, Anne E. | en_US |
dc.contributor.author | Cramer, Barbara B. | en_US |
dc.date.accessioned | 2006-04-07T18:18:56Z | |
dc.date.available | 2006-04-07T18:18:56Z | |
dc.date.issued | 1984-10 | en_US |
dc.identifier.citation | Stanovich, Keith E., Cunningham, Anne E., Cramer, Barbara B. (1984/10)."Assessing phonological awareness in kindergarten children: Issues of task comparability." Journal of Experimental Child Psychology 38(2): 175-190. <http://hdl.handle.net/2027.42/24679> | en_US |
dc.identifier.uri | http://www.sciencedirect.com/science/article/B6WJ9-4D5X9R4-K/2/cbbe69441e94ab24ae793b87aeda3693 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/24679 | |
dc.description.abstract | Ten different phonological awareness tasks were administered to a group of kindergarten children whose reading ability was assessed 1 year later. The extraneous cognitive requirements inherent in the tasks varied widely. The children's performance on three tasks that involved a rhyming response was at ceiling, and these tasks did not correlate with subsequent reading progress. The other seven measures were all moderately related to later reading ability and, employed in sets, were very strong predictors. The relative predictive accuracy of the phonological tasks was equal to or better than more global measures of cognitive skills such as an intelligence test and a reading readiness test. The phonological tasks had a large amount of common variance. Factor analysis revealed only one factor on which all the nonrhyming phonological tasks loaded highly. The results bolster the construct validity of phonological awareness, indicate considerable comparability and interchangeability among the tasks used to measure the construct, and are encouraging as regards the possible use of such tasks in predictive test batteries. | en_US |
dc.format.extent | 1130303 bytes | |
dc.format.extent | 3118 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Elsevier | en_US |
dc.title | Assessing phonological awareness in kindergarten children: Issues of task comparability | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Social Work | en_US |
dc.subject.hlbsecondlevel | Psychology | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | Oakland University, USA; University of Michigan, USA; Oakland University, USA ; | en_US |
dc.contributor.affiliationum | Oakland University, USA; University of Michigan, USA; Oakland University, USA ; | en_US |
dc.contributor.affiliationum | Oakland University, USA; University of Michigan, USA; Oakland University, USA ; | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/24679/1/0000098.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1016/0022-0965(84)90120-6 | en_US |
dc.identifier.source | Journal of Experimental Child Psychology | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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