Educational Diagnosticians' Understanding of Phonological Awareness, Phonemic Awareness, and Reading Fluency

被引：4
|
作者：
Chappell, Julia C. [1 ]
Stephens, Tammy L. [2 ]
Kinnison, Lloyd [2 ]
Pettigrew, Johnnie D. [1 ,3 ]
机构：
[1] Texas Womans Univ, 117 Stoddard Hall, Denton, TX 76204 USA
[2] Texas Womans Univ, Special Educ, Denton, TX 76204 USA
[3] Denton Independent Sch Dist, Denton, TX USA
来源：
ASSESSMENT FOR EFFECTIVE INTERVENTION | 2009年 / 35卷 / 01期
关键词：
phonological awareness; phonemic awareness; fluency; assessment; reading;
D O I：
10.1177/1534508409331653
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article summarizes the results of a study involving 42 educational diagnosticians from North Texas. The study was conducted to determine diagnosticians' perceived understanding of early literacy development and their ability to effectively choose and interpret assessments of phonological awareness, phonemic awareness, and reading fluency. The results suggested that the educational diagnosticians who participated in the study were not sufficiently knowledgeable in identifying the numerous components of reading (e.g., phonological awareness, phonemic awareness, and fluency); nor were they prepared to choose appropriate assessment instruments to assess selected components of reading.
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页码：24 / 33
页数：10
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