Assessing phonemic awareness in preschool and kindergarten: Development and initial validation of First Sound Fluency

Kelli D. Cummings; Ruth A. Kaminski; Roland H. Good; Maya O'Neil

doi:10.1177/1534508410392209

Assessing phonemic awareness in preschool and kindergarten: Development and initial validation of First Sound Fluency

Kelli D. Cummings, Ruth A. Kaminski, Roland H. Good, Maya O'Neil

Research output: Contribution to journal › Article › peer-review

21 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	94-106
Number of pages	13
Journal	Assessment for Effective Intervention
Volume	36
Issue number	2
DOIs	https://doi.org/10.1177/1534508410392209
State	Published - Mar 2011
Externally published	Yes

Keywords

Alternative assessment approaches
Early childhood
Literacy
Reading

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Health Professions(all)

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10.1177/1534508410392209

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abstract = "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.",

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AB - 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.

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Assessing phonemic awareness in preschool and kindergarten: Development and initial validation of First Sound Fluency

Abstract

Keywords

ASJC Scopus subject areas

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