A Comparison of Various Approaches to Evaluating Phonics.
John J. Pikulski, Timothy Shanahan · The Reading Teacher · 1980
parability of results when the methods for measuring are varied. On the basis of extant information and some recently collected empirical data, this article examines critically the dimensions upon which measures vary and suggests direc tions for future research dealing with the measurement of phonics. Only four tests could be located which specifically include the phonics in their titles; only two test titles incorporated the related term, word analysis. Thereafter, it was necessary to include subtests, which were generally part of diagnostic or fuller test batteries. For purposes of the review, a test was globally defined as one which attempts to measure the ability to associate speech sounds with written symbols. Tests or sub tests which appeared designed to measure such an association were, therefore, included. Because of the varied titles used, this article makes no claim to have surveyed all measures of phonics. A survey of available tests of led to the conclusion that there are at least three major dimen sions along which measures vary: 1) group versus individual administration, 2) production re