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Assessment for Effective Intervention
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Educational Diagnosticians’ Understanding of Phonological Awareness, Phonemic Awareness, and Reading Fluency

Julia C. Chappell

Texas Woman's University, Denton

Tammy L. Stephens

Texas Woman's University, Denton, TStephens1{at}twu.edu

Lloyd Kinnison

Texas Woman's University, Denton

Johnnie D. Pettigrew

Denton Independent School District, Denton, Texas; Texas Woman's University, Denton

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.

Key Words: phonological awareness • phonemic awareness • fluency • assessment • reading

This version was published on December 1, 2009

Assessment for Effective Intervention, Vol. 35, No. 1, 24-33 (2009)
DOI: 10.1177/1534508409331653
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