Assessing Specific Grapho-Phonemic Skills in Elementary Students-Reference-Cited by-同舟云学术

Assessing Specific Grapho-Phonemic Skills in Elementary Students

Published:2010-10-05 Issue:1 Volume:36 Page:21-34
ISSN:1534-5084
Container-title:Assessment for Effective Intervention
language:en
Short-container-title:Assessment for Effective Intervention

Author:

Robbins Kelly P.¹,Hosp John L.²,Hosp Michelle K.²,Flynn Lindsay J.³

Affiliation:

1. University of Utah, Salt Lake City, UT, USA,

2. University of Iowa, Iowa City, IA, USA

3. University of California, Riverside, Riverside, CA, USA

Abstract

This study examines the relation between decoding and spelling performance on tasks that represent identical specific grapho-phonemic patterns. Elementary students ( N = 206) were administered a 597 pseudoword decoding inventory representing 12 specific grapho-phonemic patterns and a 104 real-word spelling inventory representing identical grapho-phonemic patterns presented on the decoding inventory. Correlational and quantile regression analyses revealed a moderate to strong correlation between student performance in decoding and spelling tasks, with stronger relations found among more complex grapho-phonemic patterns and weaker relations found among less complex grapho-phonemic patterns. The results of this study support the utility of a spelling assessment with items representing a wide range of grapho-phonemic patterns as a screener for specific areas of grapho-phonemic knowledge weakness and provide educators with an efficient method of collecting the data needed to develop targeted interventions.

Publisher

SAGE Publications

Subject

General Health Professions,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/1534508410379845

Reference44 articles.

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