Redefining Individual Growth and Development Indicators: Phonological Awareness

Alisha K. Wackerle-Hollman, Braden A. Schmitt, Tracy A. Bradfield, Michael C Rodriguez, Scott R McConnell

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

Learning to read is one of the most important indicators of academic achievement. The development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas, phonological awareness, shows particular importance because of its strong link to later reading success. Presented here are two studies that describe the development and revision of four measures of phonological awareness skills: Individual Growth and Development Indicators Sound Blending, Syllable Sameness, Rhyming, and Alliteration 2.0. The authors discuss the measure development process, revision, and utility within an early childhood Response to Intervention framework.

Original languageEnglish (US)
Pages (from-to)495-510
Number of pages16
JournalJournal of Learning Disabilities
Volume48
Issue number5
DOIs
StatePublished - Sep 7 2015

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported in part by CRTIEC Grant R324C080011 from the Institute of Education Sciences, U.S. Department of Education to the University of Kansas (Charles Greenwood and Judith Carta, principal investigators).

Publisher Copyright:
© 2013, © Hammill Institute on Disabilities 2013.

Copyright:
Copyright 2015 Elsevier B.V., All rights reserved.

Keywords

  • Individual Growth and Development Indicators
  • Response to Intervention
  • assessment
  • assessment
  • early literacy
  • early literacy reading
  • phonological awareness
  • preschool age

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