Abstract
This thesis evaluates the use of psychoeducational instruments and methods for reducing test bias during assessments with linguistically-diverse populations. More specifically, scores from the Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) were analyzed to determine whether it is an appropriate measure of phonological processing to use with monolingual students and Spanish-speaking dual language learners (DLLs). Archived psychoeducational assessment data were collected at a university clinic and a public-school district within Northern California. Participants included 242 school-aged children, with 142 monolingual students and 100 Spanish-speaking dual language learners. Utilizing structural equation modeling techniques in AMOS, our results indicate that the CTOPP-2’s measurement structure is invariant for Spanish-speaking dual-language learners and monolingual English-speakers. However, fit characteristics were improved when the Phonological Awareness and Phonological Memory factors were combined. There is a high degree of similarity on the tasks used to represent these factors, which may indicate the need for additional research and potential revision of the CTOPP-2. Implications will be discussed in terms of school psychological practice with DLLs.