Validity and sensitivity of the phonics screening check: implications for practice. (13th May 2014)

• Record Type: Journal Article
• Authors: Duff, Fiona J.; Mengoni, Silvana E.; Bailey, Alison M.; Snowling, Margaret J.
• Is Part Of: Journal of research in reading. Volume 38:Number 2(2015:May)
• Page Start: 109
• Page End: 123
• Publication Date: 2014-05-13
• Subjects: Reading -- Research -- Periodicals; Reading -- Periodicals; 418.4
• DOI: 10.1111/1467-9817.12029
• Languages: English
• ISSNs: 0141-0423

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <sec id="jrir12029-sec-0001" sec-type="section"> <title>Background</title> <p>Introduced in June 2012, the phonics screening check aims to assess whether 6‐year‐old children are meeting an appropriate standard in phonic decoding and to identify children struggling with phonic skills.</p> </sec> <sec id="jrir12029-sec-0002" sec-type="section"> <title>Aims</title> <p>We investigated whether the check is a valid measure of phonic skill and is sensitive in identifying children at risk of reading difficulties.</p> </sec> <sec id="jrir12029-sec-0003" sec-type="section"> <title>Sample</title> <p>We obtained teacher assessments of phonic skills for 292 six‐year‐old children and additional psychometric data for 160 of these children.</p> </sec> <sec id="jrir12029-sec-0004" sec-type="section"> <title>Methods</title> <p>Teacher assessment data were accessed from schools via the local authority; psychometric tests were administered by researchers shortly after the phonics screening check.</p> </sec> <sec id="jrir12029-sec-0005" sec-type="section"> <title>Results</title> <p>The check was strongly correlated with other literacy skills and was sensitive in identifying at‐risk readers. So too were teacher judgements of phonics.</p> </sec> <sec id="jrir12029-sec-0006" sec-type="section"> <title>Conclusions</title> <p>Although the check fulfils its aims, we argue that resources might be better focused on training and supporting teachers in their ongoing monitoring of phonics.</p> </sec> </abstract>