Downloadable ContentDownload PDF
Phonic ability as a function of psychoeducational measures
The purpose of this study was to determine if psychoeducational data found in cumulative record folders could be used to distinguish students that have learned phonics from students that have not learned phonics. A null hypothesis was assumed stating that none of the cumulative record measures would correlate with phonic ability at a confidence level of 95 percent or higher. Control variables were subtests of the Differential Aptitude Test, Large-Thorndike Intelligence Test, Iowa Test of Basic Skills, and Iowa Test of Educational Development. Other control variables included socioeconomic status and health problems in vision, speech or hearing. The experimental variable was a phonics ability rank derived from specific subtests of the Stanford Diagnostic Reading Test. Psychoeducational data were collected from the cumulative record folders of 116 students enrolled in a reading center of a Los Angeles County high school. These students were also given phonic ability ranks (10-1) based on phonic tests given in the reading center. Correlations between the 36 subtests and phonic ability were found to be significant at a confidence level of 95 percent or higher, as was a correlation between SES and phonic ability. Mean phonic ability of students with recorded vision problems was found to be identical to that of students without recorded visual problems. Students with a record of speech and hearing problems were found to have lower phonic abilities than students without either of these problems. The null hypothesis was rejected on 33 of the 36 subtests found in the cumulative record folders. The null hypothesis was also rejected for socioeconomic covariance. Health data on vision indicated support of the null hypothesis; but, data on speech and hearing indicated rejection of the null hypothesis.