The Comprehensive Test of Phonological Processing, Second Edition: Measurement Invariance for Dual Language Learners

Autor/inn/en	Shergill, Gagan; Camozzi, Hailey; O'Malley, Meagan D.; Ortiz, Arlene
Titel	The Comprehensive Test of Phonological Processing, Second Edition: Measurement Invariance for Dual Language Learners
Quelle	In: Journal of Psychoeducational Assessment, 41 (2023) 4, S.445-460 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shergill, Gagan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829221149323
Schlagwörter	Phonology; Language Processing; Bilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Psychometrics; Cognitive Processes; Reading Achievement; Kindergarten; Elementary Secondary Education; Phonological Awareness; Memory; Psychoeducational Methods; Scores; Naming; Error of Measurement; Reading Difficulties; Graduate Students; Clinics; Native Language; Student Characteristics; Spanish; California + Suchen Sie Ihr Suchwort? Fonologie; Sprachverarbeitung; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Psychometry; Psychometrie; Cognitive process; Kognitiver Prozess; Leseleistung; Gedächtnis; Messfehler; Reading difficulty; Leseschwierigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Spanisch; Kalifornien
Abstract	The Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) is commonly used in k-12 public schools to assess basic cognitive processing skills foundational for reading achievement. Psychometric support for its use with dual language learners (DLLs), a group representing over 10% of the school-aged population in the United States, is critical. This study tested the metric and scaler invariance of CTOPP-2 scores among school-aged children (n = 242; 41.3% Spanish-speaking DLL). Results indicate that the CTOPP-2's three-factor (i.e., Phonological Awareness, Phonological Memory, and Rapid Automatic Naming) measurement structure displays metric and scalar invariance for DLLs. Model fit was improved when the Phonological Awareness and Phonological Memory factors were combined. Implications for future research and the practice of psychoeducational diagnostic assessment with DLLs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01