Abstract
Abstract Purpose: Phonological awareness (PA) ability at school entry is a powerful predictor of early literacy success. Equipping classroom teachers with tools to accurately and efficiently monitor young children's PA development to help inform reading and writing instruction is critical for raising literacy achievement for all children. Computer-based assessment (CBA) is one conduit through which time-efficient monitoring of PA can be achieved within busy curricular environments. This study investigated whether computer-based administration of PA test content could generate equivalent results to paper-based administration with an examiner. Methods: Thirty-three children aged between 4 years, 10 months and 5 years, 0 months participated in the study. Twenty-one children presented with typical speech and language development and 12 children presented with moderate-severe speech delay. A crossover research design was used whereby participants were allocated to one of two experimental assessment conditions....
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