5- Phonemic Awareness
First Assessment: Yopp-Singer Test of Phoneme Segmentation
Source: http://www.glassboroschools.us/cms/lib/NJ01000249/Centricity/Domain/14/OrigYoppSinger.pdf
The assessment is available at the Glassboro School District in New Jersey. It is part of Yopp’s article originally publicized on the Reading Teacher journal on Phonemic Awareness. It aims to evaluate phonemic segmentation – and thus determine if a kindergarten child can articulate sounds in a spoken word individually and in order. This test can be used as a summative assessment and also as a pre-assessment. According to the article, it takes about 15 to 20 minutes and it is administrated individually.
The evaluation contains 22 words. The child is prompted to “play a game” where the teacher will read a word and the student is asked to break the word apart in sounds, keeping the word in order. The article mentions data gathered and analyzed, indicating a reliability factor of 0.95, being considered appropriate for individual assessments. There was no data on record about its effectiveness in evaluating English learners’ performance.
Click here for assessment and article.
Second Assessment – Section III – Phonemic Awareness Test
Source: http://www.misd.net/MLPP/assessments/phonemicawareness/default.htm
This phonemic awareness assessment is available at the Michigan Literacy Progress Profile website. The test measures different aspects of phonemic awareness, such as rhyme choice, rhyme supply, onset and rime blending, phoneme blending, phoneme segmentation. This formative assessment also explains the appropriate use of each of the five phonemic aspects, depending on the child’s needs.
There are a total of 40 questions and while there is no estimated time for administrating the test, my assumption is that 25-30 minutes are sufficient. The test is done individually and if possible in a quiet room. The teacher scores each test and uses the scores to help with instructional decisions.
Click here for assessment.
First Assessment: Yopp-Singer Test of Phoneme Segmentation
Source: http://www.glassboroschools.us/cms/lib/NJ01000249/Centricity/Domain/14/OrigYoppSinger.pdf
The assessment is available at the Glassboro School District in New Jersey. It is part of Yopp’s article originally publicized on the Reading Teacher journal on Phonemic Awareness. It aims to evaluate phonemic segmentation – and thus determine if a kindergarten child can articulate sounds in a spoken word individually and in order. This test can be used as a summative assessment and also as a pre-assessment. According to the article, it takes about 15 to 20 minutes and it is administrated individually.
The evaluation contains 22 words. The child is prompted to “play a game” where the teacher will read a word and the student is asked to break the word apart in sounds, keeping the word in order. The article mentions data gathered and analyzed, indicating a reliability factor of 0.95, being considered appropriate for individual assessments. There was no data on record about its effectiveness in evaluating English learners’ performance.
Click here for assessment and article.
Second Assessment – Section III – Phonemic Awareness Test
Source: http://www.misd.net/MLPP/assessments/phonemicawareness/default.htm
This phonemic awareness assessment is available at the Michigan Literacy Progress Profile website. The test measures different aspects of phonemic awareness, such as rhyme choice, rhyme supply, onset and rime blending, phoneme blending, phoneme segmentation. This formative assessment also explains the appropriate use of each of the five phonemic aspects, depending on the child’s needs.
There are a total of 40 questions and while there is no estimated time for administrating the test, my assumption is that 25-30 minutes are sufficient. The test is done individually and if possible in a quiet room. The teacher scores each test and uses the scores to help with instructional decisions.
Click here for assessment.