Predicting reading outcomes in the classroom using a computer-based phonological awareness screening and monitoring assessment (Com-PASMA).
The screening and monitoring of phonological awareness (PA) in the classroom is of great importance to the early identification and prevention of reading disorder. This study investigated whether a time-efficient computer-based PA screening and monitoring assessment (Com-PASMA) could accurately predict end-of-year reading outcomes for 5-year-old children in the first year of schooling. A longitudinal design was employed where the Com-PASMA was used to measure the PA ability of 95 5-year-old children at the start, middle, and end of the first year of school. Of this group, 21 children presented with spoken language impairment. Reading outcomes were formally measured after 1 year of schooling. School-entry measures of PA using the Com-PASMA (p < .001), in conjunction with language ability (p = .004), accounted for 68.9% of the variance in end-of-year word decoding ability. Sensitivity and specificity calculations demonstrated that the Com-PASMA was 92% accurate at school-entry, and 94% accurate by the middle of the school year in predicting reading outcomes at 6-years of age. Results suggest that a time-efficient computer-based method of screening and monitoring PA can support the early identification of reading difficulties in the first year of schooling.
Flinders University , Adelaide , South Australia.
Karyn
K
Carson
Therese
T
Boustead
Gail
G
Gillon
D002675:Child, Preschool; D003201:Computers; D004410:Dyslexia / Q000175:diagnosis*; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D008403:Mass Screening / Q000379:methods*; D011932:Reading; D012574:Schools
Phonological awareness; assessment; classroom; reading outcomes