Title
Standardized assessment of phonological awareness skills in low-income African American first graders
Abstract
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.
Document Type
Article
DOI
https://doi.org/10.1044/1058-0360(2004/018)
Keywords
African American, Assessment, First grade, Phonological awareness, Reading
Publication Date
1-1-2004
Recommended Citation
Thomas-Tate, S., J. Washington, and J. Edwards. "Standardized assessment of phonological awareness skills in low-income African American first graders." American Journal of Speech-language Pathology 13, no. 2 (2004): 182-190.
Journal Title
American Journal of Speech-Language Pathology
