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Letter Sound Fluency

Letter Sound Fluency. Administration and Scoring Rules St. Croix River Education District Minnesota. Materials. Student copy of Letter Sound Fluency probe Examiner copy of Letter Sound Fluency probe Clipboard Stopwatch Pencil/Pen. Directions.

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Letter Sound Fluency

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  1. Letter Sound Fluency Administration and Scoring Rules St. Croix River Education District Minnesota

  2. Materials • Student copy of Letter Sound Fluency probe • Examiner copy of Letter Sound Fluency probe • Clipboard • Stopwatch • Pencil/Pen

  3. Directions 1. Place the student copy of randomized alphabets in front of the student. 2. Place the examiner copy of randomized alphabets on clipboard, so that the student cannot see what you record. 3. Say these specific directions to the student: ”Here are some letters(point).Tell me the sounds of as many letters as you can. When I say, “begin”, start here(point to first letter),and go across the page (slide). Point to each letter and tell me the sound that letter makes. If you come to a letter you don't know I'll tell it to you. Do you have any questions about what we are going to do? Put your finger on the first letter. Ready, begin.”

  4. Prompting the Student If the student provides the letter name rather than the letter sound, say, “Remember to tell me the sound the letter makes, not the name.” This prompt may be provided once during the administration. If the student continues providing letter sounds, mark each letter as incorrect and indicate what the student did at the bottom of the page.

  5. Directions for Scoring • If the student does not get any correct letter sounds within the first 10 letters (1 row), discontinuethe task and record a score of 0. • If the student hesitates for 3 seconds on a letter sound, score it as incorrect, provide the correct letter sound, point to the next letter, and say, “What sound?” This prompt may be repeated.

  6. Directions for Scoring • If a student makes an error and corrects him/herself within 3 seconds, write SC above the letter and do not count it as an error. • Put a slash (/) through letter sounds omitted or identified incorrectly. • If a student skips an entire row, draw a line through the row and do not count the row as correct.

  7. Articulation & Dialect The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. For example, if the student consistently says /th/ for /s/ he/she should be given credit for correct letter sound identification. This is a professional judgment and should be based on the student's responses and any prior knowledge of his/her speech patterns.

  8. Exercise 1 Letter Sound Fluency: Let’s Practice!

  9. Practice Exercise 1 Letter Sound Fluency: Answer Key

  10. Exercise 2 Letter Sound Fluency: Let’s Practice!

  11. Practice Exercise 2 Letter Sound: Answer Key

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