Date of Award:

5-2010

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Advisor/Chair:

Parker Fawson

Abstract

Phonics was identified as one of the critical components in reading development by the National Reading Panel. Over time, research has repeatedly identified phonics as important to early reading development. Given the compelling evidence supporting the teaching of phonics in early reading, it is critical to make sure that instructional decisions in phonics are based upon valid and reliable assessment data. This study examined the psychometric properties of the Consortium on Reading Excellence (CORE) Phonic Survey and was designed to establish instrument validity and reliability. Analyses indicated moderate to very strong validity and reliability coefficients. Additionally, a D study using generalizability analyses data identified the optimal assessment administration protocol for the CORE Phonics Survey to minimize the error variance and maximize the reliability under absolute and relative decision-making conditions.

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