The structure of phonological awareness among kindergarten students

School Psychology Review

Volumn 35, Issue 3, 2006, Pages 370-386

  Runge, Timothy J ^a,c   Watkins, Marley W ^b  

^a Mifflin County School District   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

^c Pennsylvania Training and Technical Assistance Network   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33750573283     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (96)

1. Adams, M. J. (1990). Beginning to read. Cambridge, MA: Massachusetts Institute of Technology Press.
2. Ball, E. W. (1993). Assessing phoneme awareness. Language, Speech, and Hearing in Schools, 24, 130-139.
3. Bartlett, M. S. (1954). A further note on the multiplying factors for various X2 approximations in factor analysis. Journal of the Royal Statistical Society, 16, 296-298.
4. Beach, S. A., & Young, J. (1997). Children's development of literacy resources in kindergarten: A model. Reading Research and Instruction, 36, 241-265.
5. Blachman, B. A. (1997). Early intervention and phono-logical awareness: A cautionary tale. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 409-450). Mahwah, NJ: Erlbaum.
6. Bracken, B. A. (1987). Limitations of preschool instruments and standards for minimal levels of technical adequacy. Journal of Psychoeducational Assessment, 4, 313-326.
7. Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read - A causal connection. Nature, 301, 419-421.
8. Briggs, N. E., & MacCallum, R. C. (2003). Recovery of weak common factors by maximum likelihood and ordinary least squares estimation. Multivariate Behavioral Research, 38, 25-56.
9. Browne, M. W. (2001). An overview of analytic rotation in exploratory factor analysis. Multivariate Behavioral Research, 36, 111-150.
10. Bruce, D. (1964). An analysis of word sounds by young children. British Journal of Educational Psychology, 34, 158-170.
11. Burgess, S. R., & Lonigan, C. J. (1998). Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample. Journal of Experimental Child Psychology, 70, 117-141.
12. Byrne, B., & Fielding-Barnsley, R. (1995). Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial. Journal of Educational Psychology, 87, 488-503.
13. Carroll, J. B. (1985). Exploratory factor analysis: A tutorial. In D. K. Detterman (Ed.), Current topics in human intelligence: Vol. 1. Research methodology (pp. 25-58). Norwood, NJ: Ablex Publishing Corp.
14. Castle, J. M., Riach, J., & Nicholson, T. (1994). Getting off to a better start in reading and spelling: The effects of phonemic awareness instruction within a whole language program. Journal of Educational Psychology, 86, 350-359.
15. Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1, 245-276.
16. Cattell, R. B. (1978). The scientific use of factor analysis. New York: Plenum.
17. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38-50.
18. Chafouleas, S. M., VanAuken, T. L., & Dunham, K. (2001). Not all phonemes are created equal: The effects of linguistic manipulation on phonological awareness tasks. Journal of Psychoeducational Assessment, 19, 216-226.
19. Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6, 284-290.
20. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37-46.
21. Consortium on Reading Excellence. (1999). Assessing reading: Multiple measures for kindergarten through eighth grade. Novato, CA: Arena Press.
22. Cribbie, R. A. (2000). Evaluating the importance of individual parameters in structural equation modeling: Theneed for Type I error control. Personality and Individual Differences, 29, 567-577.
23. Daly, E. J., III, Wright, J. A., Kelly, S. Q., & Martens, B. K. (1997). Measures of early academic skills: Reliability and validity with a first grade sample. School Psychology Quarterly, 12, 260-280.
24. Denckla, M. B., & Rudel, R. (1974). Rapid "automatized" naming of pictured objects, colors, letter, and numbers by normal children. Cortex, 10, 186-202.
25. Edwards, J. R., & Bagozzi, R. P. (2000). On the nature and direction of relationships between constructs and measures. Psychological Methods, 5, 155-174.
26. Ehri, L., C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, 250-287.
27. Ehri, L., & Wilce, L. S. (1980). The influence of orthography on readers' conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1, 371-384.
28. Elliott, C. D., Murray, D. J., & Pearson, L. S. (1983). British Abilities Scales. Windsor, England: NFER-Nelson.
29. Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4, 272-299.
30. Flood, J., Hasbrouck, J. E., Hoffman, J. V., Lapp, D., Shelf Medearis, A., Paris, S., et al. (2001). McGraw-Hill reading series. New York: McGraw-Hill School Division.
31. Goldberg, L. R., & Velicer, W. F. (in press). Principles of exploratory factor analysis. In S. Strack (Ed.), Differentiating normal and abnormal personality (2nd ed.). New York: Springer.
32. Good, R. H., & Kaminski, R. A. (Eds.). (2001). Dynamic Indicators of Basic Early Literacy Skills (5th ed.). Eugene, OR: Institute for Development of Educational Achievement.
33. Good, T. L., & Brophy, J. E. (1990). Educational psychology: A realistic approach (4th ed.). White Plains, NY: Longman.
34. Gorsuch, R. L. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Erlbaum.
35. Gorsuch, R. L. (1988). Exploratory factor analysis. In J. R. Nesselroade & R. B. Cattell (Eds.), Handbook of multivariate experimental psychology (2nd ed., pp. 231-258). New York: Plenum.
36. Gorsuch, R. L. (1997). Exploratory factor analysis: Its role in item analysis. Journal of Personality Assessment, 68, 532-560.
37. Goswami, U. (1999). Causal connections in beginning reading: The importance of rhyme. Journal of Research in Reading, 22, 217-240.
38. Graham, S., Weintraub, N., & Berninger, V. (2001). Which manuscript letters do primary children write legibly? Journal of Educational Psychology, 93, 488-497.
39. Greenwald, A. G., Pratkanis, A. R., Leippe, M. R., & Baumgardner, M. H. (1986). Under what conditions does theory obstruct research progress? Psychological Review, 93, 216-229.
40. Hatcher, P. J., & Hulme, C. (1999). Phonemes, rhymes, and intelligence as predictors of children's responsiveness to remedial reading instruction: Evidence from a longitudinal intervention study. Journal of Experimental Child Psychology, 72, 130-153.
41. Horn, J. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179-185.
42. Høien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7, 171-188.
43. Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
44. Kline, P. (1994). An easy guide to factor analysis. New York: Routledge.
45. Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
46. Lomax, R. G., & McGee, L. M. (1987). Young children's concepts about print and reading: Toward a model of word reading acquisition. Reading Research Quarterly, 22, 237-256.
47. Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
48. MacCallum, R. C., Widaman, K. F., Preacher, K. J., & Hong, S. (2001). Sample size in factor analysis: The role of model error. Multivariate Behavioral Research, 36, 611-637.
49. MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4, 84-99.
50. MacGinitie, W. H., & MacGinitie, R. K. (1989). Gates-MacGinitie Reading Tests. Chicago: Riverside.
51. Macmillan, B. M. (2002). Rhyme and reading: A critical review of the research methodology. Journal of Research in Reading, 25, 4-42.
52. Mann, V. A. (1993). Phoneme awareness and future reading achievement. Journal of Learning Disabilities, 26, 259-269.
53. McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87, 179-192.
54. McBride-Chang, C., & Kail, R. V. (2002). Cross-cultural similarities in the predictors of reading acquisition. Child Development, 73, 1392-1407.
55. Messick, S. (2000). Consequences of test interpretation and use: The fusion of validity and values in psychological assessment. In R. D. Goffin & E. Helmes (Eds.), Problems and solutions in human assessment-Honoring Douglas N. Jackson at seventy (pp. 3-20). Boston: Kluwer Academic Publishers.
56. Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665-681.
57. Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1997). Segmenting, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 65, 370-396.
58. Neale, M. D. (1989). Neale Analysis of Reading Ability - Revised. Windsor, England: NFER-Nelson.
59. Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
60. Perfetti, C., A., Beck, L., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283-319.
61. Preacher, K. J., & MacCallum, R. C. (2003). Repairing Tom Swift's electric factor analysis machine. Understanding Statistics, 2, 13-43.
62. Robertson, C., & Salter, W. (1997). The Phonological Awareness Test. East Moline, IL: LinguiSystems, Inc.
63. Russell, D. W. (2002). In search of underlying dimensions: The use (and abuse) of factor analysis in Personality and Social Psychology Bulletin. Personality and Social Psychology Bulletin, 28, 1629-1646.
64. Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97-110). New York: Guilford.
65. Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal study. Journal of Educational Psychology, 96, 265-282.
66. Schatschneider, C., Francis, D. J., Foorman, B. R., Fletcher, J. M., & Mehta, P. (1999). The dimensionality of phonological awareness: An application of item response theory. Journal of Educational Psychology, 91, 439-449.
67. Smith, S. B., Simmons, D. C., Gleason, M. M., Kame'enui, E. J., Baker, S. K., Sprick, M., et al. (2001). An analysis of phonological awareness instruction in four kindergarten basal reading programs. Reading and Writing Quarterly, 17, 25-51.
68. Sodoro, J., Allinder, R. M., & Rankin-Erickson, J. L. (2002). Assessment of phonological awareness: Review of methods and tools. Educational Psychology Review, 14, 223-260.
69. Stahl, S. A., & Murray, B. A. (1994). Defining phonemic awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221-234.
70. Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
71. Stanovich, K. E., Cunningham, A. E., & Feeman, D. J. (1984). Intelligence, cognitive skills, and early reading progress. Reading Research Quarterly, 19, 278-303.
72. Stevens, J. P. (2002). Applied multivariate statistics for the social sciences (4th ed.). Mahwah, NJ: Erlbaum.
73. Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston: Allyn & Bacon.
74. Tataryn, D. J., Wood, J. M., & Gorsuch, R. L. (1999). Setting the value of k in promax: A Monte Carlo study. Educational and Psychological Measurement, 59, 384-391.
75. Templin, M. C. (1957). Certain language skills in children: Their development and interrelationships. Minneapolis, MN: University of Minneapolis Press.
76. Torgesen, J. K., & Bryant, B. R. (1994). Test of Phonological Awareness: Examiner's manual. Austin, TX: ProEd.
77. Torgesen, J. K., & Mathes, P. G. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Austin, TX: Pro-Ed.
78. Torgesen, J. K., Wagner, R. K., Bryant, B. R., & Pearson, N. (1992). Toward development of a kindergarten group test for phonological awareness. Journal of Research and Development in Education, 25, 113-120.
79. U.S. Department of Education. (2002). No Child Left Behind: A desktop reference. Washington, DC: Author.
80. Valtin, R. (1984). Awareness of features and functions of language. In J. Downing & R. Valtin (Eds.), Language awareness and learning to read (pp. 227-260). New York: Springer-Verlag.
81. VanDerHeyden, A. M., Witt, J. C., Naquin, G., & Noell, G. (2002). The reliability and validity of curriculumbased measurement readiness probes for kindergarten students. School Psychology Review, 30, 363-382.
82. Velicer, W. F. (1976). Determining the number of components from the matrix of partial correlations. Psychometrika, 41, 321-327.
83. Velicer, W. F., Eaton, C. A., & Fava, J. L. (2000). Construct explication through factor or component analysis: A review and evaluation of alternative procedures for determining the number of factors or components. In R. D. Goffin & E. Helmes (Eds.), Problems and solutions in human assessment: Honoring Douglas N. Jackson at seventy (pp. 41-71). Boston: Kluwer Academic Publishers.
84. Vellutino, F. R., & Scanion, D. M. (2001). Emergent literacy skills, early instruction, and individual differences as determinants of difficulties in learning to read: The case for early intervention. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 295-321). New York: Guilford.
85. Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K., & Rashotte, C. A. (1993). Development of young readers' phonological processing abilities. Journal of Educational Psychology, 85, 83-103.
86. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
87. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing. Austin, TX: PRO-ED.
88. Watkins, M. W., & Edwards, V. A. (1998). Mountain Shadows Phonemic Awareness Scale. Unpublished assessment instrument
89. Watkins, M. W., & Edwards, V. A. (2004). Assessing early literacy skills with the Mountain Shadows Phonemic Awareness Scale (MS-PAS). Journal of Psycho-educational Assessment, 22, 3-14.
90. Watkins, M. W., & Van Meter, P. (1998, October). Assessment of phonemic awareness skills. Paper presented at the 32nd annual Pennsylvania School Psychologists Conference, State College, PA.
91. Wechsler, D. (2001). Wechsler Individual Achievement Test - second edition. San Antonio, TX: Psychological Corporation.
92. Wegener, D. T., & Fabrigar, L. R. (2000). Analysis and design for nonexperimental data. In H. T. Reis & C. M. Judd (Eds.), Handbook of research methods in social and personality psychology (pp. 412-450). New York: Cambridge University Press.
93. Widaman, K. F. (1993). Common factor analysis versus principal component analysis: Differential bias in representing model parameters? Multivariate Behavioral Research, 28, 263-311.
94. Wolf, M., Bowers, P. G., & Biddle, K. (2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33, 387-407.
95. Wood, J. M., Tataryn, D. J., & Gorsuch, R. L. (1996). Effects of under- and overextraction on principal axis factor analysis with varimax rotation. Psychological Methods, 1, 354-365.
96. Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.