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Performance of School Age Reading Disabled Students on the Phonological Awareness Subtests of the Comprehensive Test of Phonological Processing (CTOPP)

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Abstract

This study examined the performance of reading disabled children on the two Phonological Awareness Subtests of the Comprehensive Test of Phonological Processing (CTOPP). Participants performed significantly different on these two subtests with a poorer performance on the Elision subtest than Blending Words. In addition, the two subtests were not correlated for this group. Results suggest that, for reading disabled children, interpretation of the composite score may not be as useful as considering the individual subtests scores.

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Authors and Affiliations

  1. College of Education, California State University, Sacramento, 6000 J Street, Sacramento, CA, 95819-6079, USA

    Dorothy Marshall PhD & Catherine Christo PhD

  2. California State University, East Bay, Hayward, USA

    John Davis PhD

Authors
  1. Dorothy Marshall PhD
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  2. Catherine Christo PhD
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  3. John Davis PhD
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Correspondence to Catherine Christo PhD.

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Marshall, D., Christo, C. & Davis, J. Performance of School Age Reading Disabled Students on the Phonological Awareness Subtests of the Comprehensive Test of Phonological Processing (CTOPP). Contemp School Psychol 17, 93–101 (2013). https://doi.org/10.1007/BF03340991

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