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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About Carson, Karyn; Bayetto, Anne In: Australian Journal of Teacher Education (2018) BASE Show details 2 Teachers' phonological awareness assessment practices, self-reported knowledge and actual knowledge: the challenge of assessing what you may know less about Carson, Karyn; Bayetto, Anne Elizabeth. - : Edith Cowan University, 2018 BASE Show details 3 Content validity to support the use of a computer-based phonological awareness screening and monitoring assessment (Com-PASMA) in the classroom ... Carson, Karyn; Boustead, Therese; Gillon, Gail. - : Taylor & Francis, 2015 BASE Show details 4 Content validity to support the use of a computer-based phonological awareness screening and monitoring assessment (Com-PASMA) in the classroom ... Carson, Karyn; Boustead, Therese; Gillon, Gail. - : Figshare, 2015 BASE Show details 5 Content validity to support the use of a computer-based phonological awareness screening and monitoring assessment (Com-PASMA) in the classroom ... Carson, Karyn; Boustead, Therese; Gillon, Gail. - : Taylor & Francis, 2015 Abstract: Purpose . This study investigated the content validity of a computer-based phonological awareness (PA) screening and monitoring assessment (Com-PASMA) designed to evaluate school-entry PA abilities. Establishing content validity by confirming that test items suitably ‘fit’ and sample a spectrum of difficulty levels is critical for ensuring educators can deduce accurate information to comprehensively differentiate curricular reading instruction. Method . Ninety-five children, inclusive of 21 children with spoken language impairment, participated in a 1-year longitudinal study whereby the Com-PASMA was administered at the start, middle and end of the school year. Result . Estimates of content validity using Rasch Model analysis demonstrated that: (1) rhyme oddity and initial phoneme identity tasks were most appropriate at school-entry and sampled a spectrum of difficulty levels, (2) more challenging phoneme level tasks (e.g. final phoneme identity, phoneme blending, phoneme deletion and phoneme segmentation) ... Keyword: Biological Sciences; Earth and Environmental Sciences; FOS Sociology; Medicine; Science Policy; Sociology URL: https://tandf.figshare.com/articles/journal_contribution/Content_validity_to_support_the_use_of_a_computer_based_phonological_awareness_screening_and_monitoring_assessment_Com_PASMA_in_the_classroom/1591625 https://dx.doi.org/10.6084/m9.figshare.1591625 BASE Hide details 6 Content validity to support the use of a computer-based phonological awareness screening and monitoring assessment (Com-PASMA) in the classroom ... Carson, Karyn; Boustead, Therese; Gillon, Gail. - : Figshare, 2015 BASE Show details 7 Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement ... Carson, Karyn Louise. - : University of Canterbury. School of Literacies and Arts, 2012 BASE Show details 8 Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement Carson, Karyn Louise. - : University of Canterbury. School of Literacies and Arts, 2012 BASE Show details

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