American Journal of Speech-Language Pathology Vol.13 182-190 May 2004. doi:10.1044/1058-0360(2004/018)
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrowCustom Print
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Thomas-Tate, S.
Right arrow Articles by Edwards, J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Thomas-Tate, S.
Right arrow Articles by Edwards, J.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Delicious   Add to Digg   Add to Facebook   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Standardized Assessment of Phonological Awareness Skills in Low-Income African American First Graders

Shurita Thomas-Tate 1
Julie Washington 1

Jan Edwards 2
1 University of Michigan, Ann Arbor
2 Ohio State University, Columbus

shuritat{at}umich.edu

Accurate identification of students with poor phonological awareness skills is important to providing appropriate reading instruction. This is particularly true for segments of the population, such as African American students, who have a history of reading failure. The purpose of this study was to examine the performance of a group of African American first-grade students from low-income families on a standardized test of phonological awareness. Fifty-six African American first graders were given the Test of Phonological Awareness (TOPA; J. K. Torgesen & B. R. Bryant, 1994). Mean student performance on the TOPA was significantly below expected norms and negatively skewed. However, students' mean performance on a test of basic reading skills indicated performance within normal limits. Outcomes are discussed relative to the validity and predictive power of standardized phonological assessment instruments, in this case, the TOPA, for use with African American students and the possible influence of dialect on performance.

Key Words: reading, African American, first grade, phonological awareness, assessment

Submitted on April 17, 2003
Accepted on March 2, 2004


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Delicious Delicious   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 LSHSSHome page
K. Apel and S. Thomas-Tate
Morphological Awareness Skills of Fourth-Grade African American Students
Lang Speech Hear Serv Sch, July 1, 2009; 40(3): 312 - 324.
[Abstract] [Full Text] [PDF]

Home page
 AJSLPHome page
C. T. Kohler, R. H. Bahr, E. R. Silliman, J. B. Bryant, K. Apel, and L. C. Wilkinson
African American English Dialect and Performance on Nonword Spelling and Phonemic Awareness Tasks
Am J Speech Lang Pathol, May 1, 2007; 16(2): 157 - 168.
[Abstract] [Full Text] [PDF]