用Woodcock-Johnson评价音位意识和正字法映射

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment Pub Date : 2023-08-16 DOI:10.1177/07342829231196199

Jason R. Parkin, Daniel B. Hajovsky, V. Alfonso

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引用次数: 0

摘要

尽管音位意识是学习解码书面单词的一项基本技能，但从业者可能会质疑哪项音位意识任务最能操作它们与正字法映射的关系，正字法映射是将解码的单词转换为视觉上立即识别的单词的过程。Woodcock–Johnson IV的测试用于评估WJ IV标准样本（N=4082）中三个年龄组（6至8岁、9至13岁和14至19岁）的音素意识任务和词汇对假单词解码、单词阅读和拼写测量的影响。路径分析的结果表明，音位意识任务和词汇的影响因年龄和阅读任务类型而异，基于理论预期的结果参差不齐。9至13岁年龄组的结果似乎最符合假设。我们讨论了在综合心理教育评估的背景下测量音位意识、阅读和拼写的含义。

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Evaluating Phonemic Awareness and Orthographic Mapping With the Woodcock–Johnson IV

Although phonemic awareness is an essential skill in learning to decode written words, practitioners may question which phonemic awareness tasks best operationalize their relationship with orthographic mapping, the process that converts a decoded word into one instantly recognized on sight. Tests from the Woodcock– Johnson IV were used to evaluate the effects of phonemic awareness tasks and vocabulary on measures of pseudoword decoding, word reading, and spelling in three age groups (ages 6 to 8, 9 to 13, and 14 to 19 years) within the WJ IV normative sample ( N = 4082). Results from path analysis indicated the effects of phonemic awareness tasks and vocabulary varied depending on age and reading task type with mixed results based on theoretical expectations. Results from the 9 to 13 age group appeared closest to conforming to hypotheses. We discuss implications of measuring phonemic awareness, reading, and spelling in the context of comprehensive psychoeducational assessment.

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来源期刊

Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.30

自引率

5.90%

发文量

期刊介绍： The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.