Assessing Phonemic Awareness in Preschool and Kindergarten: Development and Initial Validation of First Sound Fluency

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 result...

Full description

Saved in:
Bibliographic Details
Published in:Assessment for effective intervention 2011-03, Vol.36 (2), p.94-106
Main Authors: Cummings, Kelli D., Kaminski, Ruth A., Good, Roland H., O'Neil, Maya
Format: Article
Language:English
Subjects:
Decision making
Delayed
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Early Intervention
Emergent Literacy
Fluency
Kindergarten
Kindergartens
Literacy
Pacific Northwest
Phonemic Awareness
Preschool Children
Reliability
Test Construction
Test Reliability
Test Validity
Tests
United States (Midwest)
United States (Rocky Mountain States)
Validation
Validity
Winter
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:1534-5084
1938-7458
DOI:10.1177/1534508410392209