Phonics Survey (Parts E-L)

1. Phonics Survey(Parts E-L)

2. Overview • Assesses decoding ability of one syllable and multisyllabic words. • Psuedowords are used in addition to real words since they cannot be memorized and decoding skills must be used to pronounce them correctly. • Individually administered, takes 10-15 minutes

3. Rationale

4. Rational • Assesses knowledge & use of letter and sound patterns • Identifies phonic elements in which systematic, explicit instruction is needed

5. Preparing

6. What you will need… • Copies of Record Form • Student Material (placing in a sheet protector allows for repeated use and saves copies) • Blank paper for covering unread sections (reduces visual stimulation) • Pencil and clipboard for examiner

7. Administering

8. Followinstructions on Record Form. Have student read from Student Material. Use paper to cover rows or columns on Student Material that are not being tested. It is important to be familiar with pronunciation options for multisyllabic pseudowords. *The words with asterisks have multiple pronunciations Administering(PartsE-L)

9. If student cannot read two or more real words in each line of real words, do NOT administer the line of pseudowords in that part. If student is tiring or making lots of errors, continue testing at another time. Administering(Parts E-K)

10. If student can read at least 5 of the words in first column, administer second column. If student can read at least 5 of the words in second column, administer third column (pseudowords). Administering(Part L)

11. Scoring

12. Total the Number Correct in Parts E-L. Transfer the results to first page of Record Form. Scoring

13. Interpreting Scores

14. By middle and high school, students are expected to have mastered ALL phonic skills. Following administration, it is best to look at the difference between real and nonsense words using the additional matrix, this helps identify patterns. Scoring Interpretation

15. An Additional Diagnostic Look • Using the scoring matrix, patterns of instructional need begin to emerge. • The syllable types are listed across the top. • The words are listed down the left column, and each of the syllables is aligned with its corresponding syllable type above. Misread syllables are circled. Example, depend contains two syllables: de, an open syllable pend, a closed syllable

17. Practicing

18. Your Turn… • Please download the practice attachments called JBMultisyllabic.pdf and JBMatrix.pdf • Determine the performance level for JB using the Scoring chart. Sections E-K contain 15 items. Section L contains 24 items, we will be practicing with section L.

19. Do you agree… • JB read 18 out of 24 words correctly in part L. • This puts JB in the Strategic performance level for phonics. • Using the Matrix, complete the additional items and determine if any patterns emerge that would benefit from direct and explicit instruction.

20. Did you notice… After completing and reviewing the multisyllabic matrix with JB’s data, did you notice a pattern emerge with consonant-le syllables (stable, dimple, morkle) and suffixes (competes, railways, radishes)?

21. Next Steps

22. Next Steps… • Students who score at strategic or intensive levels on the survey will require targeted and intensive instruction on the aread indicated. • Additional assessment of phonemic awareness with the CORE Phoneme Segmentation Test and the CORE Phoneme Deletion Test can be administered to determine if this is an underlying factor.