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Phoneme Segmentation Test

Phoneme Segmentation Test. Overview. Individual assessment Takes approximately 5-10 minutes Assesses ability to break words into phonemes (sounds). . For example…. Ship = / sh / / i / /p / Three sounds. Cat = /c / /a/ /t / Three sounds. Rationale. Rationale.

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Phoneme Segmentation Test

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  1. Phoneme Segmentation Test

  2. Overview • Individual assessment • Takes approximately 5-10 minutes • Assesses ability to break words into phonemes (sounds).

  3. For example… Ship = /sh/ /i/ /p/ Three sounds Cat = /c/ /a/ /t/ Three sounds

  4. Rationale

  5. Rationale Measures a students ability to break words into phonemes (sounds). Many older students with reading and spelling deficits have not developed this skill.

  6. Preparing

  7. You will need… • Colored squares • Copies of Record Form • Pen or pencil for examiner use

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

  9. Administering

  10. Do 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/ Caution

  11. Place 8 coloredsquares 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

  12. Administering Notice that the anticipated response is in parenthesis to the right of each item on the Record Form.

  13. 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

  14. 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. Administering

  15. Practicing

  16. Try this… • Try the practice items, sit and shopusing 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.

  17. 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 # 1)

  18. 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) (Item # 2)

  19. Scoring

  20. Scoring • Tally the number correct out of 15 • Determine the students performance level using the table in your CORESegmentation.doc download (also below)

  21. Interpreting Scores

  22. What does it mean… The ability to segment a word into its sounds is expected to be mastered by third grade.

  23. Next Steps

  24. Next Steps… Our adolescent learners who score at the strategic and intensive levels will benefit from targeted instruction in phonemic awareness.

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