Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2)

The Comprehensive Test of Phonological Processing Second Edition (CTOPP-2) is an assessment that focuses on measuring the phonological processing abilities of students grades PreK-12. The CTOPP-2 contains several composites: phonological awareness, phonological memory, rapid symbolic naming, rapid non-symbolic naming, and alternate phonological awareness.

Content

Topics
Phonemic Awareness,
Phonics
Grades
Pre-Kindergarten,
Kindergarten,
1st Grade,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade,
6th Grade,
7th Grade,
8th Grade,
9th Grade,
10th Grade,
11th Grade,
12th Grade
Languages
English
Respondent
Observer

Administration Information

Length
40 minutes
Price

CTOPP2 Complete Kit (Includes: Examiner’s Manual, Examiner Record Booklets (25) for ages 4 through 6, Examiner Record Booklets (25) for ages 7 through 24, Picture Book, and 2 CDs, all in a sturdy storage box): $347.00; Examiner record forms ages 4-6 or ages 7-24 25-Pack: $73.00

Qualifications
Purchasing requires a master's degree in psychology, education, speech language pathology, occupational therapy, social work, counseling, or field related to assessment.
Group/Individual
Individual
Administration
Paper

Access and Use

Contact

800-627-7271

Open Access
No
Peer-Reviewed Study Citations

Marshall, D., Christo, C., & Davis, J. (2013). Performance of School Age Reading Disabled Students on the Phonological Awareness Subtests of the Comprehensive Test of Phonological Processing (CTOPP). Contemporary School Psychology, 17(1), 93–101.

Lewis, B. A., Minnes, S., Short, E. J., Min, M. O., Wu, M., Lang, A., … Singer, L. T. (2013). Language Outcomes at 12 Years for Children Exposed Prenatally to Cocaine. Journal of Speech, Language, and Hearing Research, 56(5), 1662–1676. https://doi.org/10.1044/1092-4388(2013/12-0119)

Marinova-Todd, S. H., Zhao, J., & Bernhardt, M. (2010). Phonological Awareness Skills in the Two Languages of Mandarin-English Bilingual Children. Clinical Linguistics & Phonetics, 24, 387–400. https://doi.org/10.3109/02699200903532508

Mainela-Arnold, E., Misra, M., Miller, C., Poll, G. H., & Park, J. S. (2012). Investigating Sentence Processing and Language Segmentation in Explaining Children’s Performance on a Sentence-Span Task. International Journal of Language & Communication Disorders, 47(2), 166–175. https://doi.org/10.1111/j.1460-6984.2011.00080.x

Jones, J. L., Lucker, J., Zalewski, C., Brewer, C., & Drayna, D. (2009). Phonological Processing in Adults with Deficits in Musical Pitch Recognition. Journal of Communication Disorders, 42(3), 226–234. https://doi.org/10.1016/j.jcomdis.2009.01.001

Clarke, A. T., Power, T. J., Blom-Hoffman, J., Dwyer, J. F., Kelleher, C. R., & Novak, M. (2004). Kindergarten Reading Engagement: An Investigation of Teacher Ratings. Journal of Applied School Psychology, 20(1), 131–144.

Gillam Ronald B., Loeb Diane Frome, Hoffman LaVae M., Bohman Thomas, Champlin Craig A., Thibodeau Linda, … Friel-Patti Sandy. (2008). The Efficacy of Fast ForWord Language Intervention in School-Age Children With Language Impairment: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research, 51(1), 97–119. https://doi.org/10.1044/1092-4388(2008/007)

Psychometrics

Scoring
Manual scoring
Referencing
Norm-referenced
Psychometric Citations

Hintze, J., L. Ryan, A., & Stoner, G. (2003). Concurrent Validity and Diagnostic Accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing. School Psychology Review, 32.

Haight, S. L. (2006). Test Review: Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing (CTOPP). Assessment for Effective Intervention, 31(2), 81–83. https://doi.org/10.1177/073724770603100207

Mitchell, J.-J. (2001). Comprehensive Test of Phonological Processing. Assessment for Effective Intervention, 26(3), 57–63. https://doi.org/10.1177/073724770102600305

Nanda, A. O., Greenberg, D., & Morris, R. D. (2014). Reliability and Validity of the CTOPP Elision and Blending Words Subtests for Struggling Adult Readers. Reading and Writing: An Interdisciplinary Journal, 27(9), 1603–1618. https://doi.org/10.1007/s11145-014-9509-0

Havey, J. M., Story, N., & Buker, K. (2002). Convergent and Concurrent Validity of Two Measures of Phonological Processing. Psychology in the Schools, 39(5), 507–514.

Hintze, J. M., Ryan, A. L., & Stoner, G. (2003). Concurrent Validity and Diagnostic Accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing. School Psychology Review, 32(4), 541–556.