5/21/2021

Phonological Awareness
Assessment
Disclosure Contact Information
• Financial
• Royalties from Brookes • EMAIL
Publishing for Intensive
C. Melanie Schuele, PhD Phonological Awareness • melanie.schuele@me.com
Professor, Hearing and Speech Sciences Program
Vanderbilt University Medical Center
• Nonfinancial
Martha Lynch Lecture, Recorded May 2021
• none

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• Phonological Awareness: Definitions,

Development & LINKS to Word
Reading and Writing

Workshop • Psychometric Terms

• Norm-Referenced Measures

Agenda • Screening, Benchmark, and Progress

Monitoring Measures Phonological Awareness
• Criterion-Referenced Measures
• Assessment Case Studies Definitions and Development & LINKS to Reading and Writing
• Closing Remarks

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“up the ante”

Adults read to
children and
Time for
mastery … Reach automaticity on
What is Phonological Awareness?
expect greater Phonological word decoding. LEARNING
Adults read to participation. awareness, Read fluently – with TO READ
children. Alphabet Alphabet PHONOLOGICAL
knowledge knowledge
TO =
minimal errors and
READ • The ability to ANALYZE the
Vocabulary NOTHING
books as LISTEN appropriate prosody on moves to AWARENESS
well as story books. emerges. Word
STORIES LEARN
grade TO READ
level text. TO sound structure of language
Phonological decoding LEARN
SES influences awareness skills.
Comprehend READING TO • A metalinguistic skill
increasingly challenging LEARN
emerges. text. • Allows a person to engage in
Level SES
SES playing field.
tasks such as
influences. • judging whether two words
rhyme,
• saying the first sound in a
One- and Three- and Third &
0 - 12
two-year- four-year-
Kdg.; Five-
First graders
Second
Fourth word,
months year-olds graders
olds olds graders
• segmenting a word into sounds PHONEMIC
• and more. AWARENESS
First, let’s consider literacy development, and history
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7 From a Foundation of Phonological Awareness

to Reading And Writing Success

When did we
realize that PA
was so important
to early reading
success?

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Development of Phonological Awareness

Word Word
Schuele and Boudreau
Decoding Spelling (2008)

Alphabet Alphabetic
Orthographic Knowledge
Knowledge Principle

Implicit Explicit
Phonemic Awareness Learning
Activities
Learning
Activities

Phonological Awareness
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What Skills at What Age/Grade? Three-year-olds

Pre-K Four-year-olds
It depends …
home experiences Phonological Word Reading and
Kindergartners
awareness spelling influences
influences word phonological
school experiences reading and spelling awareness
First Graders
interest

broader literacy knowledge Second Graders and beyond

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Who has phonological awareness deficits?

For whom are phonological awareness
deficits a barrier to literacy acquisition?
Three Ways to Define Deficit

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#1 Is the score of the individual or group #2 Is there a statistically significant difference

below normal? between the mean of the clinical group
and the mean of the typical group?

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#3 Does the individual/group have Who has phonological awareness deficits?

what it takes? For whom are phonological awareness deficits
a barrier to literacy acquisition?
Children with Speech Sound Disorders

Children with Primary Language Impairment

Children with Intellectual Disabilities

Children with/at Risk for Dyslexia (Learning Disability, Reading Disability)

Struggling Learners

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What does preschool and kindergarten

prevention look like?
Vocabulary knowledge Hypothesis-Driven Assessment

What is it that you want to know? need to know?

Phonological awareness

Print knowledge, including alphabet knowledge

Snow et al., 1998 19 20

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Assessment Questions Psychometrics

When to ask what question?
• Are the child’s phonological awareness skills within the average • Floor/Ceiling effects • Screener
range for his age or grade?
• Reliability • Standard score
• Does the child have the phonological awareness skills necessary to
learn initial word decoding and word spelling skills? • Validity • Scaled score
• Is limited phonological awareness a factor in the child’s difficulty • Standardized • Grade equivalent
learning to read? • Norm-referenced • Age equivalent
• Is the child’s phonological awareness skills developing as expected? • Criterion-referenced • Basal, ceiling
• What are the child’s phonological awareness skills?
• Progress monitoring
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They will sell them, if you will buy them.

Norm-Referenced Measures of
Phonological Awareness
The
Not all that useful. So, let’s get this over with … Catalog
of
HOPE

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• Woodcock Reading Mastery

Interpretation of Phonological Awareness NRST Tests-III
• Phonological Awareness
Normal Distribution of National Sample SUBTESTS OF • Wechsler Individual
PHONOLOGICAL Achievement Test-4
• Phonemic Proficiency
Age-norms? AWARENESS
• Kaufman Test of Educational -
ON 3Achievement
• Phonological Processing
Grade-norms?
COMPREHENSIVE
• Test of Integrated Language
READING BATTERIES and Literacy Skills
• Phonemic Awareness

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Test of Integrated Language and Literacy

Skills – Subtest 2: Phonemic Awareness
• TILLS subtests interpretable • Task: deletion of the initial
sound of a nonsense word
• Part of Identification Core for • Monosyllabic and bisyllabic words

Let’s just look at one

• 6- to 7-year-olds • Singleton onsets and cluster
• 12- to 18-year-olds onsets

example …
• Included in composites • Age-norms
• Sound/Composite Score • 6-month age bands through 7
years
• Oral Composite Score
• 12-month age bands starting at 8
• Can be administered as a years
stand-alone subtest to anyone
within the age norms

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Test of Integrated Language and Literacy

Skills – Subtest 2: Phonemic Awareness PA as part of a literacy battery
• Correct: says word with initial GOOD BAD, UGLY
sound deleted
• Easy way for school psychologists to • It’s a standard score and a percentile
• Incorrect: any other response measure a child’s phonological rank
awareness • But often these tests have smaller age bands
than encountered on language measures, due
• Advantage to one normative sample for to larger normative sample
Confound may lop glop misglop reading and PA measures
• Check floor effects
be • Important for SLPs to know what/about
measures school psychologists use
phonological
memory
Accommodate
misarticulations in scoring
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So, when is a subtest or composite • Comprehensive Test of

Phonological Processing-2
in a comprehensive literacy battery • Test of Preschool Early
Literacy
my go-to PA measure? DOMAIN SPECIFIC
• Test of Phonological
PA MEASURES Awareness-2+
• Phonological Awareness Test-
2NU
What will it tell me?
What won’t it tell me?
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THEORY: Phonological Processing

Comprehensive Test of
Phonological Processing-
Second Edition
Phonological
Phonological
Awareness
Memory
Abbreviation: CTOPP-2
Authors: Wagner, Torgesen, Rashotte
Year of publication:
Rapid
Automatized Cost: $347
Naming

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Comprehensive Test of Phonological CTOPP-2 Ages 4 - 6 CTOPP-2 Ages 7 - 24

Processing (2nd ed.) • Phonological Awareness • Phonological Awareness
• Norm-referenced, 4;0 – 24;11 • Elision • Elision

Phonological • Two ‘versions’

• Blending Words
• Sound Matching
• Blending Words
• Phoneme Isolation
• 4;0 – 6;11
• Phonological Memory • Phonological Memory
Processing • 7;0 – 24;11
• Memory for Digits
• Nonword Repetition
• Memory for Digits
• Nonword Repetition
• Phonological Awareness • Rapid Symbolic Naming • Rapid Symbolic Naming
Composite • Rapid Digit Naming • Rapid Digit Naming
Rapid • Rapid Letter Naming • Rapid Letter Naming
Phonological Phonological
Automatized
Memory Awareness • Rapid Non-Symbolic Naming
Naming • SBIR federal funding for • Rapid Color Naming
development • Rapid Object Naming
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CTOPP-2: Phonological Awareness CTOPP-2 Ages 4 - 6 CTOPP-2 Ages 7 - 24

• Supplemental • Supplemental
ELISION BLENDING WORDS • Blending Nonwords • Blending Nonwords
• Segmenting Nonwords
Say X. Now say X without saying Y Put these parts together to make a whole word.
Compound Words Compound Words
Syllables Syllables When would I use
Phonemes (initial, final, medial, part of blend) Phonemes (up to 13)
these supplemental
Alternate Phonological
subtests or the Awareness
SOUND MATCHING PHONEME Alternate
Phonological
Which of these picture words starts with the X sound
like Y? A or B ISOLATION Awareness
Which of these words ends with the X sound like Y? What is the first sound in the word L?
A or B What is the last sound in the word M? Composite
What is the middle sounds in the word N?
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Norms
• Age-based norms
• 4-month, 6-month, annual intervals Why be
• Age- and grade-equivalent scores concerned
• “we provide them (reluctantly)”
about floor
• Percentile Ranks effects?
• Standard Scores
• Descriptive interpretation, Table 3.1
• Floor effects, phonological awareness

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CTOPP-2: Phonological Awareness

So,
GOOD BAD, UGLY when is the CTOPP-2
• Informative manual • Normed-referenced measure K – 2
• Construct
• Administration
not that important or helpful my go-to measure?
• Incremental child change ≠
• Great development work! substantial SS change
• Revision issues??? • Bidirectional influence = older child
• Well-normed with low SS may have sufficient PA
for word decoding/spelling
What will it tell me?
• Developmental scores
What won’t it tell me?
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TOPEL
• Print Knowledge Subtest • Norms 3;0 – 5;11
• alphabet knowledge • Normative study: 842 children across

Test of Preschool Early

• written language convention and 12 states
forms • 107 – 166 per annual age band
• Standard Scores per 3-month age

Literacy
• Definitional Vocabulary
intervals
• single word oral vocabulary
• definition information
Abbreviation: TOPEL • Early Literacy Index
• Phonological Awareness
Authors: Lonigan, Wagner, Torgesen, Rashotte • Print Knowledge Composite
• elision
Year of publication: 2007 • Definitional Vocabulary Composite
• blending
Cost: $260 • Phonological Awareness Composite

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TOPEL: Phonological Awareness Subtest Are there floor effects on the TOPEL: PA?
Raw Score = 1, Standard Score = ?
• 4 item sets, each with own ceiling Lowest Standard Score = 55
• Set A: Deletion items: syllable* and phoneme
• Response format: choose picture from four picture options
• Set B: Deletion items: syllable and phoneme 3;0 – 3;2 3;3 – 3; 5 3;6 – 3;8 3;9 – 3;11 4;0 – 4;2
• Response form: verbal
• Set C: Blend items: syllables* and onset-rime or onset_nucleus- 72 69 63 61 59
coda
• Response form: choose picture from four picture options
• Set D: Blend items: syllables* and onset-rime or onset_nucleus-
coda or onset-nucleus-coda Yes, but not horribly so.
• Response form: verbal
*2 monosyllables = compound word
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TOPEL Subtest and Composite Standard
Scores
For 3- and 4-year-olds, the subtest and composite
standard scores help to identify children who are
performing below their peers, but the scores cannot
be used to establish specific levels that are below
average.
The subtest and composite scores for children at
these ages do not have sufficient floor to allow
examiners to make distinctions in below average
levels of ability.
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When interpreting the scores of 5-year-olds,
however, examiners can make distinctions in below
average levels of ability for the subtests and
composite.
For all ages, the TOPEL subtest and composite
standard scores can be used to identify children
who are at risk for literacy problems.
The standard scores attained from the TOPEL
subtests and composite do not reveal the source of
problems, only their existence.
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TOPEL Authors: TOPEL Authors:

Cautions in Interpreting Test Results Cautions in Interpreting Test Results
1. Test Reliability: A Cause for Concern Almost perfect 2. Tests Do Not Diagnose
reliability still
• Time sampling yields as much as • Professionals do not base diagnoses exclusively on the results of a
• Content sampling 15% error specific test.
• Interscorer differences • Test results = observations, performance level at point in time, don’t tell
why

There are Difficulty Collect

think

think

think
many with early information
Diagnoses and
Diagnostic Have educational
Test results that
hypotheses from reasons that literacy skills that goes
Handle test results have reliabilities less a child might only one beyond test
judgements about and social
carefully than .80 – do not
test results – Need People diagnose,
individuals consequences
consider at all
to confirm by other score low on reason a results tests don’t
observations
a test child scores
low on the
TOPEL
Note: ;Some text is lifted from the manual; these ideas are from the TOPEL manual 49 50

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TOPEL Authors:
Cautions in Interpreting Test Results TOPEL
3. Test Results Do Not Translate Directly into Clinical Programs GOOD BAD, UGLY
• Informative manual! • Normative phonological awareness
Extensive Other Early Literacy assessment (and any normative
Clinical Teaching Sampling Procedures
• Final product represents the work of
Observations field’s leader in phonological awareness
assessment) with 3-year-olds can be
particularly challenging
• Final products represents years of
development • Understand TOPEL limitations
Parent and Teacher
Norm-referenced Tests
Input • Measure taps three critical literacy risk
factors – and three malleable factors

COMPREHENSIVE EVALUATION
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So,
when is the TOPEL Test of Phonological
my go-to measure? Awareness-Second Edition:
Plus
Abbreviation: TOPA-2+
What will it tell me? Authors: Torgesen, Bryant
Year of publication: 2004
What won’t it tell me? Cost: $263

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Kindergarten Version
TOPA-2+ • Phonemic Awareness subtest
• 10 initial sound-same items; which of
TOPA-2+ ~ Normative Data
three words begins with same sound as
target word
• Norms 5;0 – 8;11 • 10 initial sound-different items; which of • Normed on 2085 students, 26 states
• Group administered (but can also
four words begins with different sound • 1035 Kindergarten version
• Letter-Sounds subtest • 1050 Elementary version
administer individually) • 15 items; mark which of four letters
corresponds to phoneme
• Picture Support for PA items
Elementary Version • Time to administer
• Phonemic Awareness subtest • K: 30 – 45 min
• 10 ending sound-same items • 1: 15 – 30 min
• 10 ending sound-different items
• Letter Sound subtest
• Spell simple pseudowords (2 – 5 • Standard Scores and Percentiles
phoneme, monosyllables)

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TOPA-2+
So,
GOOD BAD, UGLY when is the TOPA-2+
• Revision included new normative data • Variation in PA performance expectations
and addition of letter-sound knowledge
subtest
across districts and schools may weaken
the value of normative comparison my go-to measure?
• Efficient for gathering classroom-wide • Group administered test may be invalid or
normative comparisons less valid for distractible children
• # of children participating in normative • Follow up with individual measure?
study
• Narrow age range allows for design that
• Normative data may not reflect current
student performance ~ 20 years old,
What will it tell me?
better captures young children’s skills instruction has changed
What won’t it tell me?
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ATLAS: PA – Access to Literacy

System-Phonological Awareness
• Free, web-based assessment • Requires no spoken response
• www.accesstoliteracy.com • Accessible using tablet or laptop
Access to Literacy System- •
•
Development funded by IES
3;0 – 7;11
• Minimizes testing time

Phonological Awareness • UNIVERSAL DESIGN

• Opportunities for practice
• 2 levels
Abbreviation: ATLAS-PA
• Removes barriers re: speech • Three subtests
Authors: Skibbe, Bowles, Troia, Goodwin production • Rhyming
Year of publication: 2007 • Blending
Cost: FREE • Segmentation

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ATLAS-PA
So,
GOOD BAD, UGLY when is the ATLAS-PA
• Free, free, free • Ran into some problems …
• Some other measures have ‘parts’ that
don’t require a verbal response, but this is
• Able to choose a response before item
administered. my go-to measure?
• Letters and letter sounds did not work
the only measure that requires no verbal
• System froze
response
• Levels of directions to meet needs of Web-based ~ they are likely collecting user data
varied learner to drive future development
What will it tell me?
What won’t it tell me?
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• Test results help educators

PAT-2:NU focus on those aspects of oral
language that may not be
systematically targeted in

Phonological Awareness
• Norms: 5;0 – 9;11 classroom reading instruction.
• The straightforward,

Test-Second Edition:
• PA 5;0 – 9;11 developmental format lets you
easily tease out specific skills
and plan effective
Normative Update
• Supplemental 6;0 – 9;11
interventions.
• Administration 40 – 50 min • The test is comprehensive and
Abbreviation: PAT-2:NU includes a wide variety of tasks;
Authors: Robertson, Salter performance on each of these
Year of publication: 2007 tasks has been correlated with
Cost: $209 success in early reading and
spelling.
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• Rhyming: Discrimination and Production-identify rhyming pairs and provide a

rhyming word
C • Segmentation: Sentences, Syllables, and Phonemes-divide by words, PAT-2:NU
syllables, and phonemes
O
R
• Isolation: Initial, Final, and Medial-identity sound position in words
GOOD BAD, UGLY
• Deletion: Compound Words, Syllables, and Phonemes-manipulate root
E words, syllables, and phonemes in words • Only SLPs know about and use this test

• Substitution with Manipulatives: isolate a phoneme in a word, then change • There are better options for normative
comparisons
into another phoneme to form a new word
• The pie is sliced into too many pieces
• Blending: Syllables and Phonemes blend units of sound to form new words
• The PAT came about when a criterion-
referenced measure was normed – not a
• Phoneme-Grapheme Correspondence: assesses knowledge of good idea!
sound/symbol correspondence for consonants, vowels, consonant blends,
consonant digraphs, r-controlled vowels, vowel diagraphs, and diphthongs
• Phonemic Decoding: assesses general knowledge of sound/symbol
correspondence to blend sounds into nonsense words 65 good bad ugly 66

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So,
when is the PAT-2:NU Test of
my go-to measure? Auditory Processing Skills –
4th edition
Abbreviation: TAPS
What will it tell me? Authors: Martin, Brownell, Hamaguchi
Year of publication: 2018
What won’t it tell me? Cost: $205

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THEORY: Auditory Processing Disorder THEORY: Auditory Processing Disorder

Central auditory processing or Auditory Processing Disorder (CAP) is Temporal processing
the perceptual processing of auditory information in the central CAP consists of mechanisms that • Auditory pattern recognition
preserve, refine, analyze, modify, • Temporal aspects of audition,
auditory nervous system (CANS) and the neurobiological activity that
organize, and interpret including
underlies that processing and gives rise to electrophysiologic auditory
information from the auditory • temporal integration;
potentials (American Speech-Language-Hearing Association [ASHA], periphery. These mechanisms • temporal resolution (e.g., temporal
gap detection);
2005). underlie the following skills: • temporal ordering; and

Knowledge of the neuroanatomy and physiology of the central • temporal masking.

auditory nervous system is essential for understanding and interpreting Binaural processing
Auditory discrimination
underlying processes and deficits. Medwetsky (2011) provides in- • Sound localization and lateralization
• Auditory performance with competing
depth information on this topic. or degraded acoustic signals
https://www.asha.org/Practice-Portal/Clinical-
Topics/Central-Auditory-Processing-Disorder/ (including dichotic listening; ASHA,
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Test of Auditory Processing Skills (4th ed.)

(TAPS-4)
TAPS-4
• Norm-referenced, 5 to 21 Phonological Processing
• The TAPS-4 assesses skills across three intersecting
• Individually administered Index
areas: phonological processing, auditory memory
and listening comprehension. These areas • Word (Pair) Discrimination
• Overall composite • Phonological Deletion
underpin the development of effective listening
• Three indices • Phonological Blending
and communication skills and are critical to the • Phonological processing • Syllabic Blending
development of higher order language skills, • Auditory memory (Supplemental)
including literacy skills. • Listening Comprehension

From website
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TAPS-4 TAPS-4
Auditory Memory Index Listening Comprehension
•
•
Number Memory Forward
Word Memory
Index
• Processing Oral Directions
Theory Matters
• Sentence Memory (without background noise)
• Number Memory Reversed • Auditory Comprehension What is phonological awareness?
(Supplemental) • Auditory Figure–Ground—
Processing Oral Directions A metalinguistic skill
with background noise An auditory processing skill
(Supplemental)

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So,
when is the TAPS-4
my go-to measure? SCREENER, BENCHMARK, and
PROGRESS MONITORING
MEASURES
What will it tell me?
What won’t it tell me?
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Phonological Awareness and Literacy

Screening (PALS)
PALS-Kindergarten
• English
• PALS-PreK
• Rhyme Awareness

Phonological Awareness and

• PALS-K
• PALS 1 – 3
Literacy Screening • PALS espanol K and 1 – 3
• 2 versions per year
Abbreviation: PALS
Authors: Invernizzi et al. at UVA
Year of publication: 2003 etc. BENCHMARK ASSESSMENT
Cost: less than $100 and can make own copies of test forms Fall Benchmark
Spring Benchmark
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• Beginning Sounds
• Alphabet Knowledge
• Letter Sounds
• Spelling
• Concept of Word
• Word Recognition in
Isolation
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RHYME AWARENESS: Out of a set of three pictures, students identify the one • CONCEPT OF WORD measures
that rhymes with the target picture. children's ability to (a) • PALS-K
accurately touch words in a
BEGINNING SOUND AWARENESS: Group: Out of a set of three pictures, memorized rhyme, (b) use • Rhyme and Beginning
students identify the one that has the same beginning sound as the target context to identify individual Sounds
picture. Individual: Sort 10 pictures based on initial sounds, 4 header words within a given line of text, • Administer in group
pictures. and (c) identify words • Administer individual follow-up
presented outside of the text. for those children who did not
reach benchmark
ALPHABET KNOWLEDGE: Students name the 26 lower-case letters of the WORD RECOGNITION IN
alphabet. ISOLATION
is an optional task on PALS-K, • Remainder of tasks
LETTER SOUNDS: Students produce the letter sounds of 23 upper-case letters but can be administered to individual administration.
of the alphabet, as well as three digraphs. students who have some
reading ability. Preprimer,
SPELLING: Students spell five consonant-vowel-consonant words, receiving Primer, and First-grade level lists
credit for phonetically acceptable substitutions. are provided.
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PALS-PreK, -K, 1-3

So,
GOOD BAD, UGLY when is the PALS
• PreK and K very useful measures! • Phonological awareness on PALS 1-3
• Tasks “make sense” to teachers
• Obtain a variety of information
can be inflated if child has memory for
words but not decoding my go-to measure?
• Got overshadowed by DIBELS
• Not expensive!
• Manual informative.

What will it tell me?

What won’t it tell me?
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Dynamic Indicators of Basic Early

Literacy Skills
• Progress Monitoring Instrument
• Multiple forms for repeated assessment over short duration of time

Dynamic Indicators of Basic

• Interpret scores for risk and for change over time
• Standardized

Early Literacy Skills

• DIBELS research underlies nearly all universal screening and
progress monitoring measures used in schools
https://dibels.uoregon.edu/
Development is ongoing but began around 2000 Phonemic Segmentation Fluency (PSF)
These tasks have been modified by multiple enterprises and underlie most • K: 2 phonemes, 3 phonemes
universal screeners and progress monitoring measures. • 1: 2 phonemes, then increases in # phonemes

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Phonemic Segmentation Fluency DIBELS: PSF

/s/ /æ/ /t/ /s/ /æt/ GOOD BAD, UGLY

/sæt/ • Lots of development work over the • Does not account for development
past 20 years, with a variety of speech errors
progress monitoring measures beyond
• Scoring
PA
• Timed test – may underestimate skills
• Trajectory of growth with incremental
of children with communication
measurement possible
impairments
• Tells you child is low, but not what to
do to change that, beyond PA
intervention
/s/ /æt/ /s/ /t/
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So,
Criterion-Referenced
when is the DIBELS:PA Measures of Phonological
my go-to measure? Awareness

What will it tell me?

What won’t it tell me?
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• Clear definition of the test domain

Guidelines for • Evidence of validity for the test user’s
Standardized intended application
Criterion- • Evidence of reliability
Referenced • Careful description of the test takers
Measures used in studies of reliability and validity
(McCauley, • Detailed description of test
administration
1996)
McCauley, 1996
• Description of test user qualifications
LSHSS

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Phonological Awareness Profile

Phonological Awareness Profile
Authors: Robertson, Salter
Year of publication: 1995
Cost: $45
The Phonological Awareness and Reading
Profile – Intermediate (Salter & Robertson, 2001)
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The Phonological Awareness Profile is an individually-
administered, criterion-referenced test designed to
diagnose deficits in phonological processing and
phoneme/grapheme correspondence. Assess students'
phonological processing and phoneme/grapheme
correspondence. Use the test as a pre- and post-measure
to track improvement in phonological awareness. The
profile serves to complement other comprehensive
measures of reading ability. Test results help you plan
intervention programs.
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Six Phonological Awareness Subtests

• Rhyming
• Substitution So,
• discrimination
• production • Isolation • with manipulatives when is the Phonological Awareness
• without
• Segmentation
• initial sounds
• final sounds
manipulatives Profile my go-to measure?
• sentences • Blending
• medial sounds
• compound
• compounds/syllables
words • Deletion
• phonemes
• syllables • compounds/syllables What will it tell me?
• phonemes
• phonemes What won’t it tell me?
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PAST
• 4 versions
• Measure tied to Kilpatrick’s
Phonological Awareness intervention and based on
Rosner’s work in the 1970s
Screening Test • Segmentation and
Abbreviation: PAST
manipulation task
Authors: David Kilpatrick
Year of publication: 2016
Cost: free, https://equippedforreadingsuccess.com/

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PASS Tasks
1. Word Discrimination
2. Rhyme recognition

Phonological Awareness
3. Rhyme production
4. Syllable blending

Skills Screener
5. Syllable segmentation
6. Syllable deletion
7. Phoneme recognition
Abbreviation: PASS 8. Phoneme blending
Authors: Mather, Sammons, Podhajski, Kroese, Varricchio
9. Phoneme segmentation
Year of publication: no date
10. Phoneme deletion
Cost: Free, search on web

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1. Word Discrimination • Rhyme recognition

PASS • By section,
• If child gets no sample items correct, 2. Rhyme recognition
do not administer
3. Rhyme production • Rhyme production
• Discontinue section is 3 sequential
• Search: phonological awareness
skills screener
errors 4. Syllable blending • Syllable blending
• Administer all tasks
5. Syllable segmentation
• Combine tasks for scores? • Syllable segmentation
• Kindergarten through 2nd grade
• Deletion score
6. Syllable deletion
• Ok for older with PA deficits
• Segmentation Blending score 7. Phoneme recognition • Phoneme blending
• Rhyme score
• This informal assessment is • Blending score
8. Phoneme blending
designed to help teachers detect • Phoneme discrimination score 9. Phoneme • Phoneme segmentation
students who are at-risk for reading segmentation
and spelling difficulties.
• No guidance provided for 10.Phoneme deletion
interpretation
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Looking more closely at PASS Tasks Looking more closely at PASS Tasks
• Rhyme Recognition: What rhymes with sun? | cat run Phoneme Blending Phoneme Segmentation
What is /b/ /e/? Tell me the sound in TOE.
• Rhyme Production: Tell me a word that rhymes with tree? 1. CV 1. CV
• 5 monosyllables, then ringing, money, stamp 2. CV 2. CV
• Syllable Blending: What is sail … boat? 3. CVC 3. CVC
• 2 compound words, 2 2-syllable words, one morphology, 3 3- or 4. CVC 4. CVC
4-syllable compound words (basketball), 4 syllables, 5 syllables 5. CVC 5. CVC
6. CCVC 6. CCVC
• Syllable Segmentation: Tell and show me the parts of 7. CVCC 7. CVCC
football. 8. CVCV 8. CCVCC
• 3 compound words, 3 2-syllable words (1 morph), 2 3-syllable 9. CVCCV 9. CCVCC
words, 2 4-syllable words 10. CVCCVC 10. CCCVC
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Other measures you may want to look at … PASS

• PreK PELI
• https://acadiencelearning.org/ac
• PA Dynamic Assessment GOOD BAD, UGLY
• Spector (1992)
adience-reading/prek-peli/ • https://umaine.edu/edhd/wp-
content/uploads/sites/54/2009/05/D
ynamic-assessment-JEP-1992.pdf
• IDGIs
• IGDIs-PK3: Expanding Individual
Growth and Development • Bridges & Catts (2011)
Indicators of Language and Early • https://journals.sagepub.com/doi/p
Literacy for Universal Screening in df/10.1177/0022219411407863
Multi-Tiered Systems of Support
with Three-Year-Olds
• https://innovation.umn.edu/igdi/pr
ojects/igdi-pk3/

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So,
when is the PASS
my go-to measure?
What skills does this child have?
What do I need to teach this child?
Has this child mastered the skills I have taught?
What will it tell me?
What won’t it tell me?
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Measure of Phonological Development

of an

Awareness instructionally
relevant,
Abbreviation: MOPA criterion-
Author: Schuele referenced
Date: 2017, 2020
Publisher: Author
measure of PA
Cost: FREE

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MOPA Tasks

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Interpretation of MOPA

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The End
MELANIE.SCHUELE@ME.COM

to obtain a copy of the MOPA

https://tinyurl.com/szb27c7b

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