Validity of a Dynamic Assessment of Phonological Awareness in Spanish that Does Not Require Spoken Responses

Validity of a Dynamic Assessment of Phonological Awareness in Spanish that Does Not Require Spoken Responses

First Author: R. Michael Barker -- University of South Florida
Additional authors/chairs: 
Bianca Loreti; Maria Brea-Spahn; Kyna S. Betancourt
Keywords: Bilingualism, Assessment, Phonological awareness, Hispanic Americans
Abstract / Summary: 

The growing number of Spanish-speaking families in the United States has placed an increased importance on the literacy development of children from Spanish-speaking homes. Furthermore, bilingual children with complex communication needs (CCN) demonstrate increased difficulties in speaking, reading, and writing, making learning two languages a difficult task. Consequently, there is a need for a valid and reliable assessment of phonological awareness that does not require spoken responses. The goal of this poster is to describe pilot data from a new assessment, the Dynamic Assessment of Phonological Awareness in Spanish (DAPA-S), which does not require spoken responses, with preschool children from Latin American Spanish-speaking backgrounds (n = 10).

Children were administered the DAPA-S and other measures of Spanish phonological awareness and reading to demonstrate the validity of the DAPA-S. Correlations and bootstrapped 95% confidence intervals were calculated between the DAPA-S total score and subscales from the Test of Phonological Sensitivity in Spanish (Brea, Silliman, Bahr, & Bryant, 2003). There were strong and significant correlations with elision, RAN, and the letter-sound subtests rs = 87, –.67, & .67, ps = .00 to .03, respectively. There was also a strong and significant correlation between the DAPA-S and the letter-word identification from the Woodcock-Muñoz Language Survey–Revised (Woodcock, Muñoz-Sandoval, Ruef, & Alvarado, 2005), r = .75, p < .05.

Our data suggest a high degree of both concurrent and convergent validity, as the conventional measures of phonological awareness and emergent reading were significantly correlated with the DAPA-S. Overall, the pattern of results suggests that the DAPA-S may be a valid tool for measurement of phonological awareness in Spanish.