CTOPP
Comprehensive Test of Phonological Processing
Tessa Hupp, Dwight Myers
1. Introduction of Test:
A. Overview of CTOPP:
3 kinds of phonological processing appear to be needed for mastery of written language: phonological awareness, phonological memory, and rapid naming. Phonological awareness (measures an individual’s awareness and access to the phonological structure of oral language), phonological memory (measures an individual’s ability to code information phonologically for temporary storage in working or short-term memory, and rapid naming (measures the individual's efficient retrieval of phonological information from long-term or permanent memory, as well as the ability to execute a sequence of operations quickly and repeatedly).
A deficit in one or more of these kinds of processes is viewed as the most common cause of learning disabilities and reading disabilities. Effective mathematical calculation, listening comprehension and reading comprehension is also affiliated with phonological processing abilities.
This test helps with early reading. Satisfies six different phonological abilities: measures reading related phonological skills, provides examiner with a comparative index of phonological processing strengths and weaknesses, are reliable that the examiner can have confidence in their results, are valid that the examiner will know what abilities are being measured, are short enough that the fatigue of both the examiner and examinee is held at a minimum.
There are 13 subtests, each subtests follows the main 3 kinds of phonological processing, and they are classified below:
Ages 5 and 6
Phonological awareness: Elision, Blending Words, Blending Nonwords, Sound Matching
Phonological memory: Memory for Digits, Nonword Repetition
Rapid Naming: Rapid Color Naming, Rapid Object Naming
Ages 7-24
Phonological awareness: Elision, Blending Words, Blending Nonwords, Segmenting Nonwords.
Phonological memory: Memory for Digits, Nonword Repetition
Rapid Naming: Rapid Digit Naming, Rapid Letter Naming, Rapid Color Naming, Rapid Object Naming, Phoneme reversal.
B. Main uses and population:
There are four main uses:
1. To identify individuals who are significantly below their peers in important phonological abilities
2.To determine strengths and weaknesses among developed phonological processes
3.To document individual’s progress in phonological processing as a consequence of special intervention programs
4.To serve as a measurement device in research studies investigating phonological processing
Population:
This test is designed to help those from kindergarten to college, who can profit from these skills. Because of the large span of ages, there are two versions of the test.
First version is for individual’s ages 5 and 6. There are 7 subtests and 1 supplemental test. Core subtests include: elision, rapid color naming, blending words, sound matching, rapid object naming, memory for digits, nonword repetition. The 1 supplemental subtest is blending nonwords.
The second version is for individuals ages 7-24, second grade to college. There are 6 subtests and 6 supplemental tests. The core subtests include: elision, blending words, memory for digits, rapid digit naming, nonword repetition, rapid letter naming. The 6 supplemental subtests include: rapid color naming, phoneme reversal, rapid object naming, blending nonwords, segmenting words, segmenting nonwords.
Both versions are hand scored and individually administered, taking about 30 minutes to complete the core subtests.
C. Norming sample and procedures:
Normative samples for the CTOPP came from samples that were large and diverse. The CTOPP was normed on a sample of 1,656 individuals, reflecting the demographic status of the US population in 30 states. The CTOPP norms were tested in1997. Individuals participating in this effort were sent materials to test between 20-30 examinees in 4 different US geographic locations.
The demographic characteristics of the normative sample include: 4 different U.S. regions, both genders, white/black/other races, urban/rural residences, several ethnicities, a variety of family incomes, a variety in parents education, disability/no disability, and the age group of 5-24. Between 76 to 155 students were included in each age range, with the greater representation in the youngest age ranges.
There are 3 types of normative scores that accompany the CTOPP.
-Standard scores for the subtests and composite scores: Norms for the CTOPP subtests are presented in terms of standard scores having a mean of 10 and standard deviation of 3. Composite scores are based on a distribution having a mean of 100 and a standard deviation of 15. Standard scores are determined from raw scores using Appendix A for subtests and Appendix B for composite scores.
-Percentiles: Provided for the CTOPP subtests and composite scores. Although percentiles can be convenient and popular, the examiners should be familiar with their advantages and disadvantages.
-Age and grade equivalents: These indicate the age/grade level that corresponds to a raw score made by an individual. The average scores are computer of all individuals in each age interval. Lines were drawn to connect the average scores, then it was easy to determine the age levels that correspond to each possible raw score by reading the graph.
D. Cautions, limitations, or drawbacks:
The most reliable of tests that possess acceptable levels of reliability still have an alarming amount of error in them. Examiners should be cautious in interpreting the results of even those tests that are reliable at the highest levels because they still possess some error. Therefore, when making judgments about individuals, tests results must be handled carefully.
Test results are observations, and not diagnoses. Test results can be useful when diagnosing, but are simply “aids” to clinical judgment.
There are many factors that can cause a person to perform in a particular way on a test. Social, economic deprivation, etc, so the examiner requires information that goes far beyond what is available from the test results.
Test results do not necessarily translate directly into daily planning for individuals. The subtests assess too few areas to implement instruction. Interpreting the CTOPP results is the first step in doing a comprehensive evaluation of a student’s problem in phonological processing.
2. Test demonstration: overview of each 13 subtests.
The subtests that make up the 5 and 6 year old version and the 7-24 year-old version, all measure aspects of phonological processing.
The Basal/Entry Points-regardless of age-is to begin each subtest with the first item. However, if the examinee is unable to complete the practice items, the subtest must be discontinued.
#1 Elision: Measures the extent to which an individual can say a word, then say what is left after dropping out designated sounds. An example would be to say, “bold”, and they say old.
Administration and scoring information: The examiner sits next to the examinee and reads the instructions from the Examiner Record Booklet. Feedback is given to the examinee for each practice item and the first five test items in the subtest. This subtest is made up of 20 items. Record correct answers as 1 and incorrect answers as 0. The total raw score for this subtest is the total number of correct test items up to the ceiling.
Basal and ceiling rules: No Basal. Ceiling is to stop after child misses 3 test items in a row.
Materials needed: none
#2 Blending Words: Measures the ability to synthesize sounds to form words. An example would be: “what word do these sounds make? T-oi?” Correct response is toy.
Administration and scoring information: The examiner sits next to the examinee and reads the instructions from the Examiner Record Booklet while operating the cassette recorder. Feedback is given to the examinee for the practice items and the first 3 test items only. This subtest is made up of 20 items. Record correct answers as 1 and incorrect answers as 0. The total raw score for this subtest is the total number of correct test items up to the ceiling.
Basal and ceiling rules: No Basal. Ceiling is to stop after the examinee misses 3 test items in a row.
Materials needed: CD player and Track 1 for ages 5 and 6, and Track 5 for ages 7-24.
#3 Sound Matching- Measures the ability to select words with the same initial and final sounds. An example would be to open the picture book and show the examinee a picture of a sock. Tell them to look at the other two pictures and point to the one that begins with the letter “S”.
Administration and scoring information: For the first 10 items, the individual is asked to point to the picture that corresponds to the word that starts with the same sounds as the first word the examiner said. The last 10 items, the same procedure is used but the individual is asked to point to the picture of the word that ends with the same last sound as the first word.
This subtest is made up of 20 items. Record correct answers as 1 and incorrect answers as 0. The total raw score for this subtest is the total number of correct responses up to the ceiling.
Basal and ceiling rules: No basal. Ceiling is to stop when child misses 4/7 test items but examiner must give at least 7 test items.
Materials needed: Picture book
#4 Memory for Digits- Measures the ability to repeat numbers accurately. An example would be to say “on this one, you will hear some numbers, one after another on the CD player. After you hear the numbers, I want you to say them in the same order that you heard them. I can’t repeat the numbers.”
Administration and scoring information: Play the cassette pausing after each trial to allow the examinee to respond. This subtest is made up of 21 items. Score 1 point for each test trial completed without error. If examinee wants trial to be repeated, say you are unable to do so.
Basal and ceiling rules: No Basal. Ceiling is to stop after examinee misses 3 test trials in a row.
Materials needed: CD player and Track 2 of CD for ages 5 and 6, and Track 6 for ages 7-24.
#5 Nonword Repetition- Measures the ability to repeat nonwords accurately. An example of this would. Example is the individual hears the tape sounds “nigong”, to which the correct response is “nigong”.
Administration and scoring information: The examinee is told to listen to an audiocassette recorded made up word and repeat it exactly as he or she heard it. If examinee asks to have an item repeated, say “I can only play the recorded sounds once”. This subtest is made up of 18 items. Record correct answers as 1 and incorrect answers as 0. The total raw score for this subtest is the total number of correct test items up to the ceiling.
Basal and ceiling rules: No basal. Ceiling is to stop after examinee misses 3 test items in a row.
Materials needed: CD player and Track 3 of CD for ages 5 and 6, and Track 7 of CD for ages 7-24.
#6 Rapid Color Naming- Measures the speed with which an individual can name the colors of a series of different colored blocks printed on two pages.
Administration and scoring information: The picture book contains two different pages for this subtest; each has four rows and nine columns of randomly arranged colors. They are told to name the colors on the first page as quickly as possible; they start with the colors on the top row, from left to right. After they completed to first page, they move to the second page. This subtest is made up of 72 items. The score for this subtest is the number of seconds that it takes the examinee to name all of the colors on form A and B combined. Items are marked incorrect if examinee skips the color or gives it the wrong name. If they skip a line, score the first color on the skipped line as incorrect and try to redirect them to the correct line. If they hesitate for more than 2 seconds on a certain color, mark it incorrect and go on to the next color.
Basal and ceiling rules: No basal. No ceiling for this subtest because it is timed, discontinue testing if on the practice items the examinee cannot name all of the colors correctly after error correction. If examinee makes more than 4 errors on form A, discontinue testing. If examinee makes more than 4 errors on either form, do not score the subtest.
Materials needed: Stopwatch, color naming pages in the picture book (form A and B).
#7 Rapid Object Naming- Measures the ability to rapidly name a series of objects. The picture book has two different pages for this subtest, each has four rows and 9 columns f six randomly arranged drawings of objects.
Administration and scoring information: The individual is instructed to start naming the objects on the top row, left to right. After they complete the first page, they are to do the same on the second page. This subtest is made up of 72 items. The score is the number of seconds that it takes the examinee to name all of the objects on form A and B combined. Items are marked incorrect if the child skips the object or gives it the wrong name. If the child skips a line, score the first object on the skipped line as incorrect and try to redirect the child to the correct line. If he or she hesitates on an object for more than 2 seconds, mark as incorrect and point to next object.
Basal and ceiling rules: No basal. No ceiling for this subtest because it is time, discontinue testing if on the practice items, the child cannot name all of the object correctly. If the child makes more than 4 errors on form A, do not give form B. If the examinee makes more than 4 errors on either form, do not score the subtest.