Predicting reading outcomes in the classroom using a computer-based phonological awareness screening and monitoring assessment (Com-PASMA)

Abstract

The screening and monitoring of phonological awareness (PA) in the classroom is of great importance to the early identification and prevention of reading disorder. This study investigated whether a time-efficient computer-based PA screening and monitoring assessment (Com-PASMA) could accurately predict end-of-year reading outcomes for 5-year-old children in the first year of schooling. A longitudinal design was employed where the Com-PASMA was used to measure the PA ability of 95 5-year-old children at the start, middle, and end of the first year of school. Of this group, 21 children presented with spoken language impairment. Reading outcomes were formally measured after 1 year of schooling. School-entry measures of PA using the Com-PASMA (p < .001), in conjunction with language ability (p = .004), accounted for 68.9% of the variance in end-of-year word decoding ability. Sensitivity and specificity calculations demonstrated that the Com-PASMA was 92% accurate at school-entry, and 94% accurate by the middle of the school year in predicting reading outcomes at 6-years of age. Results suggest that a time-efficient computer-based method of screening and monitoring PA can support the early identification of reading difficulties in the first year of schooling.

Keywords::

• Phonological awareness
• assessment
• reading outcomes
• classroom

Acknowledgements

The authors would like to thank the teachers, children, and families who willingly dedicated their time to this research study. Thanks are also expressed to the New Zealand Tertiary Education Commission for financial support.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.