Assessment of Phonological Awareness and Reading
The APAR was designed to assess the Phonological Awareness (PA) and reading skills of adult participants in the project Web Access for Literacy Development in Individuals with Disability, funded through AccessAbility, Department of Communications Information Technology and the Arts.
The participants in this project had physical and/or intellectual disability. Our aim was to create an assessment tool that was based on information in the literature assessing PA and text reading at the word, sentence and paragraph levels. The test was created to avoid spoken responses, since many of our participants were nonspeaking. In addition, we wanted a tool that could be administered to individuals despite their methods of communication or computer/communication system access methods.
The APAR has been administered to 40 participants using a system in which stimuli were presented on a clear Perspex sheet, with the examiner on one side and the participant on the other. The examiner presented stimuli on the Perspex and the participant indicated his/her response by looking at the chosen item.
The APAR was devised and designed by Teresa Iacono from the Centre for Developmental Disability Health Victoria, and Linda Cupples, Dept of Linguistics, Macquarie University. [An abstract and downloadable PDF copy of the published paper is at www.elr.com.au/links/CXHSR]
Iacono, T. and Cupples, L. (2004) Assessment of Phonemic Awareness and Word Reading Skills of People With Complex Communication Needs. Journal of Speech, Language, and Hearing Research 47, 2 p 437-449.
The APAR Website was prepared by Rob Seiler (email@example.com), graphics by Anna Breakell, and is hosted and supported by ELR Software, authors of eLr - Extra Language Resources.
|Print ready materials in PDF format||Computerised version|
|Recommended for accurate production of printed APAR Instructions, Scoresheets and Stimulus Cards.||No longer available!|
(approx 15.4 MB)
|Compressed PDF file|
(approx 15.0 MB)
Instructions are presented here as though participants will use eye-gaze. Examiners may find that other response options are more suitable (eg pointing). In addition, for people with speech, spoken responses will provide added information and should be noted by examiners.