Content validity to support the use of a computer-based phonological awareness screening and monitoring assessment (Com-PASMA) in the classroom.
Purpose. This study investigated the content validity of a computer-based phonological awareness (PA) screening and monitoring assessment (Com-PASMA) designed to evaluate school-entry PA abilities. Establishing content validity by confirming that test items suitably 'fit' and sample a spectrum of di...
| Publicado en: | International Journal of Speech-Language Pathology Vol. 17; no. 5; pp. 500 - 511 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Oct2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=116272208&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 116272208 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17549507 8NBH jtl: International Journal of Speech-Language Pathology issn: 17549507 maglogo: Y pubinfo: dt: Oct2015 vid: 17 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 116272208 116272208 116272208 10.3109/17549507.2015.1016107 116272208 ppf: 500 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Content validity to support the use of a computer-based phonological awareness screening and monitoring assessment (Com-PASMA) in the classroom. aug: au: Carson, Karyn Boustead, Therese Gillon, Gail affil: Flinders University, Adelaide, South Australia sug: subj: Language Processing Methods Speech Production Measurement Evaluation Learning Environment Computers and Computerization Content Validity Human Female Male Child New Zealand Prospective Studies Language Disorders Rasch Analysis Computerized Educational Testing Child: 6-12 years Female Male ab: Purpose. This study investigated the content validity of a computer-based phonological awareness (PA) screening and monitoring assessment (Com-PASMA) designed to evaluate school-entry PA abilities. Establishing content validity by confirming that test items suitably 'fit' and sample a spectrum of difficulty levels is critical for ensuring educators can deduce accurate information to comprehensively differentiate curricular reading instruction. Method. Ninety-five children, inclusive of 21 children with spoken language impairment, participated in a 1-year longitudinal study whereby the Com-PASMA was administered at the start, middle and end of the school year. Result. Estimates of content validity using Rasch Model analysis demonstrated that: (1) rhyme oddity and initial phoneme identity tasks were most appropriate at school-entry and sampled a spectrum of difficulty levels, (2) more challenging phoneme level tasks (e.g. final phoneme identity, phoneme blending, phoneme deletion and phoneme segmentation) became increasingly appropriate and differentiated between high- and low-ability students by the middle and end of the first year of school and (3) letter-knowledge tasks were appropriate but declined in their ability to differentiate student ability as the year progressed. Conclusion. Findings demonstrate that the Com-PASMA has sufficient content validity to measure and differentiate between the PA abilities of 5-year-old children on entry to school. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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