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 journalArticle

9 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

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Keywords

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

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