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Phonological Awareness and Beginning Reading

Evaluation of a School-Based Screening Procedure

David J. Majsterek, EdD, is an associate professor of special education and early childhood education at Central Washington University. His research interests include the application of technology to instructional design for teaching young children with developmental delays.

Audrey E. Ellenwood

Audrey E. Ellenwood. PhD, is the coordinator of the School Psychology Program at Bowling Green State University and a member of a neonatal/preschool assessment team for the identification of young children with disabilities. Address: David J. Majsterek, Department of Education, Central Washington University, Ellensburg, WA 98926-7409.

Experimental phonological synthesis and analysis tasks were administered to children in the spring preceding their kindergarten entry. End-of-kindergarten, end-of-first-grade, and end-of-second-grade measures of beginning reading were collected for the group of 76 children (39 boys, 37 girls). Screening data for the 76 children were correlated with interim measures and standardized reading-performance measures that were administered at the end of second grade. The first experimental task, a phonological-synthesis task (sound blending), was significantly related to most of the interim and outcome measures. The phonological analysis task (rhyme detection) was related to fewer measures of beginning reading.

Journal of Learning Disabilities, Vol. 28, No. 7, 449-456 (1995)
DOI: 10.1177/002221949502800708


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