Assessing phonemic awareness in preschool and kindergarten: Development and initial validation of First Sound Fluency

Kelli D. Cummings, Ruth A. Kaminski, Roland H. Good, Maya O'Neil

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

This article presents initial findings from a study examining First Sound Fluency (FSF), which is a brief measure of early phonemic awareness (PA) skills. Students in prekindergarten and kindergarten (preK and K) were assessed three times (fall, winter, and spring) over one school year, which resulted in multiple reliability and validity coefficients. In addition, a subset of students in both preK and K was assessed monthly between benchmark periods using alternate forms of the FSF measure to estimate delayed alternate-form reliability. The FSF measure displayed adequate reliability and validity for decision making in early literacy for students in both grades. Implications of these findings are discussed.

Original languageEnglish (US)
Pages (from-to)94-106
Number of pages13
JournalAssessment for Effective Intervention
Volume36
Issue number2
DOIs
StatePublished - Mar 2011
Externally publishedYes

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kindergarten
Students
Reproducibility of Results
Benchmarking
student
Decision Making
literacy
decision making
school

Keywords

  • Alternative assessment approaches
  • Early childhood
  • Literacy
  • Reading

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Health Professions(all)

Cite this

Assessing phonemic awareness in preschool and kindergarten : Development and initial validation of First Sound Fluency. / Cummings, Kelli D.; Kaminski, Ruth A.; Good, Roland H.; O'Neil, Maya.

In: Assessment for Effective Intervention, Vol. 36, No. 2, 03.2011, p. 94-106.

Research output: Contribution to journalArticle

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