phoneme segmentation test

Phoneme Segmentation

Test

Overview

• Individual assessment• Takes approximately 5-10 minutes• Assesses ability to break words into phonemes

(sounds).

Cat = /c/ /a/ /t/Three sounds

Ship = /sh/ /i/ /p/Three sounds

For example…

Rationale

Rationale

Measures a students ability to break words into phonemes (sounds). Many older students

with reading and spelling deficits have not developed this skill.

Preparing

You will need…

• Colored squares• Copies of Record Form• Pen or pencil for examiner use

Take a few minutes to review the materials you will use for this assessment.

Administering

CautionDo NOT penalize student for

mispronunciation due to incorrect prior instruction, dialect, articulation, or

language interference.

EXAMPLES: /tuh/ for /t/ /er/ for /r/ /l/ for /r/

Administering

• Place 8 colored squares in a row.• Follow directions for practice items . • If student can at least point to the

block that represents the correct sound, administer the test.

• Read each word & ask student to use a square to show each sound in the word & then say the_sounds.

Administering

Notice that the anticipated response is in parenthesis to the right of each item

on the Record Form.

Administering

• Record exact response on the blank line of the Record Form.

• Circle + (correct) OR - (incorrect).• If student gives letter name, ask for

sound of letter.• If student can’t segment entire

word, just ask for first & last sounds.

Administering

• Praise responses that are correct or close to correct.

• Have student return squares to row after each item.(“Back”)

• Discontinue test after student misses five consecutive items.

Practicing

Try this…

• Try the practice items, sit and shop using the script on page 31 of your Assessing Reading Multiple Measures Manual

• Next, look at some of the common errors you will encounter when administering this assessment on the slides below.

• Finally, review the sample scoring sheet you downloaded, JBSegmentation.pdf.

• You will see these tasks modeled in the video clip for this assessment.

(Item # 1)Examiner: “Use the colored squares to

show how many sounds you hear in the word, thumb.”

Student pulls down

& says: “t-h-u-m-b”

Examiner: “Remember, you are to show & tell the sounds in the word. Can you tell me the sounds the letters make?”

Student then responds correctly with the sounds /th//u//m/.

(Item # 2)Examiner: “This time use the colored

squares to show me how many sounds you hear in the word, skate.”

Student pulls down:

Examiner: “Now tell me the sounds you hear in skate.”

Student says: “/sk/ /ā/ /t/” (this time the student did not break apart the blend, a common error with our adolescent learners)

Scoring

Scoring

• Tally the number correct out of 15• Determine the students performance level

using the table in your CORESegmentation.doc download (also below)

Ending Grade Level Expectations

Grade 3 and up

Benchmark 14-15Strategic 11-13Intensive 0-10

Interpreting Scores

What does it mean…

The ability to segment a word into its sounds is expected to be

mastered by third grade.

Next Steps

Next Steps…

Our adolescent learners who score at the strategic and

intensive levels will benefit from targeted instruction in phonemic

awareness.