Assessment
Gillam, S. L., & Ford, M. B. (2012). Dynamic assessment of phonological awareness for children with speech sound disorders. Child Language Teaching & Therapy, 28(3), 297-308. doi:10.1177/0265659012448087
Introduction: Gillam and Ford created a dynamic assessment to observe the associations concerning performance on a nonverbal phoneme deletion, word-level reading, and speech sound production that require verbal responses for school-age children with speech sound disorders. The participants involved in the study were ten school-age children and were evaluated form speech production, phonological awareness, and word reading levels.
Literature Review: The literature reviews the points in the relation of phonological representations and the importance of acquiring the skills of reading and writing and being proficient in those areas. There is also mentioning of many researchers and other assessment protocols to expand on the need for the study
Methods: The research study’s methodology involved ten school-age children between the ages of 5;0 and 10;9 (5 male; 5 female). To participate in the study, the children are required to have been diagnosed with a range of speech sound disorders. Educators in the Logan, Utah school district were invited to refer children currently being for …show more content…
The first question was focused on measuring nonverbal phoneme deletion task when conducting a dynamic assessment format that is relation to the presentation on a verbal measure of phoneme deletion. The second question focused on the measurement that related between the verbal and nonverbal phoneme deletion tasks and to evaluating word-level reading. The results presented both measures were very similar and correlated with previous assessment. There were also results referencing to substantial prompting due to some clients not having the background knowledge to utilize the ability to correct representations when
Gillam, S. L., & Ford, M. B. (2012). Dynamic assessment of phonological awareness for children with speech sound disorders. Child Language Teaching & Therapy, 28(3), 297-308. doi:10.1177/0265659012448087
Introduction: Gillam and Ford created a dynamic assessment to observe the associations concerning performance on a nonverbal phoneme deletion, word-level reading, and speech sound production that require verbal responses for school-age children with speech sound disorders. The participants involved in the study were ten school-age children and were evaluated form speech production, phonological awareness, and word reading levels.
Literature Review: The literature reviews the points in the relation of phonological representations and the importance of acquiring the skills of reading and writing and being proficient in those areas. There is also mentioning of many researchers and other assessment protocols to expand on the need for the study
Methods: The research study’s methodology involved ten school-age children between the ages of 5;0 and 10;9 (5 male; 5 female). To participate in the study, the children are required to have been diagnosed with a range of speech sound disorders. Educators in the Logan, Utah school district were invited to refer children currently being for …show more content…
The first question was focused on measuring nonverbal phoneme deletion task when conducting a dynamic assessment format that is relation to the presentation on a verbal measure of phoneme deletion. The second question focused on the measurement that related between the verbal and nonverbal phoneme deletion tasks and to evaluating word-level reading. The results presented both measures were very similar and correlated with previous assessment. There were also results referencing to substantial prompting due to some clients not having the background knowledge to utilize the ability to correct representations when