Comprehensive Test of Phonological Processing-Second Edition CTOPP-2 Geycell A. Oliva EDSP 5311: Diagnostic and Prescriptive Teaching for Exceptional Children   Houston Baptist University Dr. Diane Reed 11/12/2015

CTOPP-2 Description Norm- referenced test Measures phonological processing abilities related to reading. It is a comprehensive instrument designed to assess phonological awareness, phonological memory, and rapid naming. Developed to aid in the identification of individuals from kindergarten through college (ages 4-24) who may profit from instructional activities to enhance their phonological skills. Approximate time of completion: 30 minutes

Demographics Client’s Name: Francesca Houghton Grade: 2nd   Client’s Name: Francesca Houghton Grade: 2nd Date of Birth: 01/16/2008 Gender: Female Age: 7 years 9 months

Observations A rapport was easily established Francesca adjusted well to the testing situation calm and eager to begin the assessment attentive to the instructions and answered the questions clearly and promptly. very cooperative and was able to complete the assessment to its entirety in 35 minutes.

Administration and Scoring Begin every subtest with the first item Testing is discontinued and no score is recorded if the examinee cannot answer one of the first three items correctly after receiving feedback. If the examinee responds correctly to one or more of the first three items, testing continues until a ceiling is reached (three in a row are incorrect) or the last item has been administered.

Subtests Core and Supplemental Core Supplemental Consists of 7 subtests Elision, Blending Words, Phoneme Isolation, Memory for Digits, Nonword Repetition, Rapid Digit Naming, Rapid Letter Naming Supplemental Consists of 2 subtest Blending Nonwords, Segmenting Nonwords

Subtest Description- Core Elision (core, 4-24 years) This 34- item subtest measures the extent to which an individual can say a word and then say what is left after dropping out designated sounds. The examinee listens to a word and repeats that word and then is asked to say the word without a specific sound Blending Words (Core, 4-24 years) This 33-item subtest measures an individual’s ability to combine sounds to form words. The examinee listens to a series of audio-recorded separate sounds and then is asked to put the separate sounds together to make a whole word. Phoneme Isolation (Core, 7-24 Years) This 32- item subtest measures an individual’s ability to identify target sounds in words. The items begin with CVC words, and the task is to identify the first and then the last sounds of presented words. Memory for Digits (Core, 4-24 Years) This 28-item subtest measures the extent to which an individual can repeat a series of numbers ranging in length from two to eight digits.

Subtest Description- Core cont’d Nonword Repetition (Core, 4-24 Years) This 30-item subtest measures an individual’s ability to repeat nonwords that range in length from 3-15 sounds. The examinee is told to listen to an audio-recorded made-up word and repeat it exactly as she heard it. Rapid Digit Naming (Core, 4-24 Years)  This 36- item subtest measures the speed with which an individual can name numbers. The Picture Book contains one page for this subtest, which consists of four rows and nine columns of six randomly arranged numbers (i.e., 2, 3, 4, 5, 6, 7, 8). Rapid Letter Naming (Core, 4-24 Years) This 36-item subtest measures the speed with which an individual can name letters. The Picture Book contains one page for this subtest, which consists of four rows and nine columns of six randomly arranged letters (i.e., a, c, k, n, s, t).

Subtest Description-Supplemental Blending Nonwords (Supplemental, 4-24 Years) This 30-item subtest measures an individual’s ability to combine speech sounds to make nonwords. The examinee listens to a series of audio-recorded separate sounds and is then asked to put these separate sounds together to form a nonword. Segmenting Nonwords (Supplemental, 7-24 Years) This 31-item subtest measures an individual’s ability to say the separate phonemes that make up a nonword. The examinee listens to an audio-recorded nonword, repeats the nonword, and then says it one sound at a time.

Scaled/Standard Score Assessment Scores Subtest: Core Scaled/Standard Score Percentile Rank Descriptive Term Elision (EL) 8 25 Average Blending Words (BW) 16 98 Superior Phoneme Isolation (PI) 12 75 Memory for Digits (MD) 11 63 Nonword Repetition (NR) Rapid Digit Naming (RD) 9 37 Rapid Letter Naming (RL)   Subtest: Supplement Blending Nonwords (BN) 18 99 Very Superior Segmenting Nonwords (SN) 13 84 Above Average

Recording and Interpreting Composite scores are the most useful scores on the CTOPP-2 in part because they are the most reliable. Phonological processes can be conceptualized as phonological awareness, phonological memory, and rapid naming. The CTOPP-2 subtests were combined in such a way as to form composites to represent these three constructs; the sum of scaled scores obtain a distribution with a mean of 100 and a standard deviation of 15.

Composite Scores -Phonological Awareness Composite Score represents the examinee’s awareness of and access to the phonological structure of oral language. (Elision+ Blending words +Phoneme Isolation) Francesca demonstrated above average ability with a composite score of 116 and a percentile rank of 86, indicating that she scored as well as or better than 86% of peers in the norm group. -Phonological Memory Composite Score represents the examinee’s ability to code information phonologically for temporary storage in working or short-term memory. (Memory for Digits + Nonword Repetition) Francesca demonstrated superior ability with a composite score of 122 and a percentile rank of 93, indicating that she scored as well as or better than 93% of peers in the norm group.

Composite Scores -Rapid Symbolic Naming Composite Score measures the examinee’s ability to include efficient retrieval of phonological information from long-term or permanent memory and execute a sequence of operations quickly and repeatedly. (Rapid Digit Naming +Rapid Letter naming) Francesca demonstrated average ability with a composite score of 95 and a percentile rank of 37, indicating that she scored as well as or better than 37% of peers in the norm group.   -Alternate Phonological Awareness Composite Score, for examinees ages 7-24 years, measures the examinee’s phonological awareness exclusively with nonwords. (Blending Nonwords + Segmenting Nonwords) Francesca demonstrated average ability with a composite score of 103 and a percentile rank of 58, indicating that she scored as well as or better than 58% of peers in the norm group.

Results Francesca’s scores varied within the average to very superior range. She exhibited average ability in the following areas: Elision, Phoneme Isolation, Memory for Digits, Rapid Digit Naming, and Rapid Letter Naming. Francesca demonstrated normative strengths in the following areas of Blending Words, Nonword Repetition, Blending Nonwords, and Segmenting Nonwords. Francesca performed her best on blending and segmenting nonwords. She demonstrated very superior ability in the area of blending nonwords; In this area, she scored as well as or better than 99% of peers in the norm group.

Recommendations for Francesca Francesca’s scores do not indicate any areas of deficit in phonological awareness, phonological, memory, and rapid naming. These 3 areas are critical in the phonological processing abilities related to reading. It is recommended that Francesca stay- in her current placement.

References Wagner, R. K., Torgesen, J. K., Rashotte C. A., Pearson, N. A. (2013). Comprehensive Test of Phonological Processing- Second Edition (CTOPP-2). Austin, TX: Pro-Ed.