What Do Phonological Processing Errors Tell about Students' Skills in Reading, Writing, and Oral Language?

Autor/inn/en	Choi, Dowon; Hatcher, Ryan C.; Dulong-Langley, Susan; Liu, Xiaochen; Bray, Melissa A.; Courville, Troy; O'Brien, Rebecca; DeBiase, Emily
Titel	What Do Phonological Processing Errors Tell about Students' Skills in Reading, Writing, and Oral Language?
Quelle	In: Journal of Psychoeducational Assessment, 35 (2017) 1-2, S.24-46 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916669018
Schlagwörter	Phonology; Language Processing; Error Patterns; Reading Skills; Writing Skills; Oral Language; Language Skills; Children; Adolescents; Achievement Tests; Factor Analysis; Multivariate Analysis; Correlation; Age Differences; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Fonologie; Sprachverarbeitung; Fehlertyp; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Faktorenanalyse; Multivariate Analyse; Korrelation; Age; Difference; Age difference; Altersunterschied; Schulleistung
Abstract	The kinds of errors that children and adolescents make on phonological processing tasks were studied with a large sample between ages 4 and 19 (N = 3,842) who were tested on the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Principal component analysis identified two phonological processing factors: Basic Phonological Awareness and Advanced Phonological Processing. Canonical analysis and correlation analysis were conducted to determine how each factor related to reading, writing, and oral language across the wide age range. Results of canonical correlation analysis indicated that the advanced error factor was more responsible for reading, writing, and oral language skills than the basic error factor. However, in the correlation analysis, both the basic and advanced factors related about equally to different aspects of achievement--including reading fluency and rapid naming--and there were few age differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01