About the Measure
| Domains | Literacy |
| Subscales | Subtests examining a range of aspects of phonological skills including blending and phonological working memory |
| Target Construct | Literacy: Alliteration, Naming speed, Rhyme, Spoonerisms, Fluency, Non-word reading, Blending. Phonological WM, Phoneme segmentation and Phoneme deletion. |
| Description | A toolkit for SENCOs, specialist teachers and educational psychologists, it helps identify the phonological difficulties some children encounter in learning to read. In turn, this allows appropriate intervention to be provided to help improve underlying literacy skills. |
| Test Authors | Gibbs, S. & Dodman, S |
| Publisher | GL-Education (2014) |
| Psychometry | |
| Implementation |
Implementation details
| Respondent | Child |
| Prior knowledge Required | Speech and language therapists, educational psychologists, experienced ASfL teachers |
| Scoring | Orally presented which requires training - scoring transparent |
| Time | 30 to 40 minutes for the 6 subtests |
| Age | 5 years to 11 years |
Psychometric details
| UK norms | YES |
| Norm / Criterion referenced | Norm referenced |
| Standardisation sample | Insufficient data in the public domain to evaluate. |
| Reliability | Cronbach’s alpha (α) as a measure of internal reliability, with values for the rhyme subtest ranging from α=.89 - .95 across four age groups |
| Criterion validity | Insufficient data in the public domain to evaluate |
| Construct validity | Insufficient data in the public domain to evaluate |
| Concurrent validity | Correlation coefficients between the PhAB and Neale Analysis of Reading Ability are significant at the one per cent level (p<0.01) and positive. The majority of correlations between the PhAB and the BAS-II are positive and significant at the one per cent level (p<0.01). |