The Test of Phoneme Identities: Predicting Alphabetic Insight in Prealphabetic Readers

To test the validity of the Test of Phoneme Identities (TPI), 97 kindergartners were administered the TPI and two other tests of phoneme awareness, measures of alphabet and nursery rhyme knowledge, and a measure of rudimentary decoding ability. The tpi proved reliable (α = .91) and comparable to the...

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Bibliographic Details
Published in:Journal of literacy research 2000-09, Vol.32 (3), p.421-447
Main Authors: Murray, Bruce A., Smith, Kimberly A., Murray, Geralyn G.
Format: Article
Language:English
Subjects:
Cues
Decoding (Reading)
Early literacy
Evaluation Methods
Kindergarten
Language tests
Nursery rhymes
Phonemes
Phonemic Awareness
Phonetics
Phonological awareness
Primary Education
Reading Achievement
Student Evaluation
Test Reliability
Test Validity
Test validity and reliability
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Summary:To test the validity of the Test of Phoneme Identities (TPI), 97 kindergartners were administered the TPI and two other tests of phoneme awareness, measures of alphabet and nursery rhyme knowledge, and a measure of rudimentary decoding ability. The tpi proved reliable (α = .91) and comparable to the other phoneme awareness measures in predicting decoding ability in the full kindergarten sample. Thirty-four kindergartners identified as prealphabetic readers were taught to use the letters S and M as phonetic cues to distinguish rhyming printed words, an indicator of alphabetic insight. The tpi was shown to be more effective than the nursery rhyme and alphabet measures and the other phoneme awareness tests in predicting the number of lessons required for a student to learn to distinguish phonetic cues.
ISSN:1086-296X
1554-8430
DOI:10.1080/10862960009548087