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.

Contact
800-627-7271
Grades
PreK-12
Languages
English
Domains
Topic
Subtopics
Phonics,
Phonemic awareness
Subtopics
Phonemic awareness, Phonics
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 ag
Qualifications
"Level B (Purchasing requires a master's degree in psychology, education, speech language pathology, occupational therapy, social work, counseling, or field related to assessment, and formal training in the ethical adminitration, scoring, and interpretat
Open Access
No
Administration
Individual
Scoring
Manual scoring
Referencing
Norm-referenced
Resources on Psychometric Properties

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.

Instrument Use in Peer-Reviewed Studies

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)