Reliability and Validity of Advanced Phonics Measures. (September 2015)

• Record Type: Journal Article
• Authors: Doty, Sara J.; Hixson, Michael D.; Decker, Dawn M.; Reynolds, Jennifer L.; Drevon, Daniel D.
• Is Part Of: Journal of psychoeducational assessment. Volume 33:Number 6(2015)
• Page Start: 503
• Page End: 521
• Publication Date: 2015-09
• Subjects: phonics -- reading -- assessment; Ability -- Testing -- Periodicals; Educational tests and measurements -- Periodicals; 371.713
• DOI: 10.1177/0734282914567870
• Languages: English
• ISSNs: 0734-2829

Abstract

Two studies explored the technical adequacy of various measures of advanced phonics skills. In Study 1, the advanced phonics measures consisted of pseudowords, real words, or a combination of both. Participants included 39 students in the third grade. Test–retest correlations for all measures were above .8 and interrater reliability was high. Correlations between the three advanced phonics measures and two subtests from the Wechsler Individual Achievement Test–Second Edition (WIAT-II) and Dynamic Indicators of Basic Early Literacy Skills (DIBELS), nonsense word fluency (NWF), and oral reading fluency (ORF) were moderate to moderately strong. The measures containing real words or a combination of pseudowords and real words performed best. The real word and combined pseudoword and real word advanced phonics measures were further studied along with a measure of multisyllabic word reading in Study 2 with 162 second and third graders. The advanced phonics measures were strongly correlated with Test of Word Reading Efficiency (TOWRE) scores. In both studies, regression analyses indicated the probe containing a mix of real and pseudowords was one of the few variables that made a significant prediction to criterion measures of phonics skills when all predictors were entered at once.