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KMID : 1036820170220020296
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Communication Sciences & Disorders
2017 Volume.22 No. 2 p.296 ~ p.308
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Developing Nonword Spelling Assessment for Elementary Students
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Kim Bo-Bae
Yang Min-Wha
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Abstract
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Objectives: The current study was designed to develop a diagnostic instrument to test children's developmental level of phonetic spelling ability, which can also be used to identify students with spelling disabilities.
Methods: The Korean Developmental Spelling Assessment-Nonword (KDSA-NW) was developed based on a review of previous research and three pilot studies. Items of KDSA-NW were constructed with seven spelling features: principal vowels, initial consonants, final consonants, aspirated consonants, tense consonants, Y glides, and W glides. The 30 finalized items of KDSA-NW were two syllable non-words of CVC-CVC. KDSA-NW was standardized across 779 students in grades 1-3 and its reliability and validity of KDSA-NW were estimated.
Results: The Cronbach's alpha coefficient and split-half correlation revealed that KDSA-NW was a highly reliable measure. The content validity scores were satisfactory, proving the items were appropriate to test the phonetic spelling ability of elementary students. The normed chi-square, RMSEA, and SRMR results of principal component analysis demonstrated that the construction of KDSA-NW was solid. The high correlation between the KDSA-NW score and the KDSA phonological spelling feature test revealed that the concurrent validity of KDSA-NW was appropriate.
Conclusion: The results of the study showed that KDSA-NW is a reliable and valid assessment to test the phonetic spelling ability of students in grades 1-3.
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KEYWORD
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Spelling assessment, Spelling development, Assessment development, Nonword, Phonological development
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