Phonological Awareness Screening to Identify At-Risk Readers Implications for Practitioners Clinical Exchange
Clinical Exchange  |   April 01, 1998
Phonological Awareness Screening to Identify At-Risk Readers
 
Author Affiliations & Notes
  • Margie Gilbertson
    Box 4915, 201 Donaghey, University of Central Arkansas, Conway, AR 72035
  • Ronald K. Bramlett
    University of Central Arkansas, Conway
  • Corresponding author: e-mail: Ronkb@mail.uca.edu
Article Information
Development / Speech, Voice & Prosody / Clinical Exchange
Clinical Exchange   |   April 01, 1998
Phonological Awareness Screening to Identify At-Risk Readers
Language, Speech, and Hearing Services in Schools, April 1998, Vol. 29, 109-116. doi:10.1044/0161-1461.2902.109
History: Received August 1, 1997 , Accepted November 12, 1997
 
Language, Speech, and Hearing Services in Schools, April 1998, Vol. 29, 109-116. doi:10.1044/0161-1461.2902.109
History: Received August 1, 1997; Accepted November 12, 1997

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

ACKNOWLEDGMENT
This study was funded through the Head Start-Public School Early Transition Project and by a research grant from the University of Central Arkansas. Appreciation is expressed to Becky A. Harrington and Lori Quattlebaum for their assistance with this study.
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