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Educational Diagnosticians' Understanding of Phonological Awareness, Phonemic Awareness, and Reading Fluency

¹ Texas Woman’s University, Denton
² Denton Independent School District, Denton, Texas; Texas Woman’s University, Denton

^* To whom correspondence should be addressed. E-mail: winc4{at}aol.com.

	Abstract

This article summarizes the results of a study involving 42 educational diagnosticians from North Texas. The study was conducted to determine diagnosticians’ perceived understanding of early literacy development and their ability to effectively choose and interpret assessments of phonological awareness, phonemic awareness, and reading fluency. The results suggested that the educational diagnosticians who participated in the study were not sufficiently knowledgeable in identifying the numerous components of reading (e.g., phonological awareness, phonemic awareness, and fluency); nor were they prepared to choose appropriate assessment instruments to assess selected components of reading.

First published on April 27, 2009, doi:10.1177/1534508409331653

Assessment for Effective Intervention 2009;35:24.

A more recent version of this article appeared on December 1, 2009


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