Assessing Phonemic Awareness in Preschool and Kindergarten: Development and Initial Validation of First Sound Fluency

Kelli D. Cummings · Ruth A. Kaminski · Roland H. Good · Maya Elin O'Neil

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Reading and Literacy Development Early Childhood Education and Development Language Development and Disorders

Abstract

This article presents initial findings from a study examining First Sound Fluency (FSF), which is a brief measure of early phonemic awareness (PA) skills. Students in prekindergarten and kindergarten (preK and K) were assessed three times (fall, winter, and spring) over one school year, which resulted in multiple reliability and validity coefficients. In addition, a subset of students in both preK and K was assessed monthly between benchmark periods using alternate forms of the FSF measure to estimate delayed alternate-form reliability. The FSF measure displayed adequate reliability and validity for decision making in early literacy for students in both grades. Implications of these findings are discussed.

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1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.1990Beginning to read: thinking and learning about print 1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1974Explicit syllable and phoneme segmentation in the young child 2001Comprehensive Test of Phonological Processing 1988The Validity and Reliability of Phonemic Awareness Tests 2003The Nation's Report Card: Reading, 2002.

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