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KMID : 0921420110160040597
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Korean Journal of Communication Disorders
2011 Volume.16 No. 4 p.597 ~ p.613
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Development and Standardization Study of an Early Literacy Test
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Kim Ae-Hwa
Yoo Hyun-Sil
Kim Ui-Jung
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Abstract
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Background & Objectives : The purpose of the present study was to develop an early literacy test based on predictive variables of reading achievement and to conduct a standardization study to examine the reliability and validity of the test.
Methods: An early literacy test was developed through an extensive literature review of existing tests performed in a preliminary study. The standardization testing was conducted with 288 children ages 5 to 7 years to examine reliability and validity.
Results: After item reduction of the early literacy test, the final version consisted of five phonological awareness subtests (syllable isolation, syllable deletion, syllable substitution, phoneme discrimination, and phoneme substitution), two letter knowledge subtests (vowel name and consonant name), and one rapid automatized naming subtest. The results of internal consistency reliability and standard error of measurement demonstrated satisfactory reliability. Specifically, the results demonstrated high internal consistency reliability and low standard error of measurement. The results of content validity, construct validity, and concurrent validity demonstrated satisfactory validity. Specifically, content validity was obtained through the review of literature and related tests. Confirmative factor analysis showed that phonological awareness, rapid automatized naming and phonological memory were independent reading areas. Regarding concurrent validity, significant correlations were detected between the early literacy test and KISE BAAT decoding as well as the reading comprehension subtest.
Discussion & Conclusion : Results are discussed in terms of value of the test serving as an early screening test for children at risk for reading difficulties. Additionally, the present study suggests that the early literacy test in Korea should consist of phonological awareness, letter knowledge, and rapid automatized naming subtests. The present paper summarizes the results and discusses the study limitations of such a test.
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KEYWORD
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early literacy test, reading, phonological awareness, rapid automatized naming, phonological memory, letter knowledge
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