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dc.contributor.authorWebb, Mi-young
dc.date.accessioned2014-03-03T21:04:13Z
dc.date.available2014-03-03T21:04:13Z
dc.date.issued2003-08
dc.identifier.otherwebb_mi-young_200308_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/webb_mi-young_200308_ma
dc.identifier.urihttp://hdl.handle.net/10724/21207
dc.description.abstractThe purpose of this study was to determine the psychometric characteristics of phonological awareness assessment in pre-kindergarten children based on Messick’s (1989) framework for unitary construct validity. Four hundred and fifteen pre-kindergarten children were given eight tasks of phonological awareness drawn from "The Phonological Awareness Test" (Robertson & Salter, 1997). The four aspects of construct validity, including content, substantive, structural, and external aspects were examined. The item analysis indicated a high internal consistency; however, the levels of item difficulty for each task were fairly difficult for this age group. Factor analysis with varimax rotation revealed that two factors may underlie the phonological awareness measurement. Although the effect size was small, multiple regression analysis indicated a linear combination of two tasks had a statistically significant predictive validity for beginning alphabet sound knowledge in pre-kindergarten.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectMessick\'s construct validity
dc.subjectAssessment
dc.subjectValidity
dc.titleA construct validation study of phonological awareness for children entering pre-kindergarten
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEducational Psychology
dc.description.majorEducational Psychology
dc.description.advisorSeock-Ho Kim
dc.description.committeeSeock-Ho Kim
dc.description.committeePaula Schwanenflugel
dc.description.committeeStephen Olejnik


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