Division Reading Intervention Project

PHONETIC AWARENESS
TEST

Eloisa A. Pradiez
Homapon High School
Directions in Administering the Pretest:
1. Give the child a pencil , an eraser and a blank sheet of
unruled paper. Then say:
“I’m going to read a sentence to you.Listen Carefully
2. Read Sentence A slowly, fluently. Then say:
 I’m going to read it again very slowly.
 Listen again very carefully.
 Then write down what you hear.
3. Read sentence A slowly, word by word. Keep repeating the
word until the child has written down or parts of it. Then
read the next word in the same manner, until the last word
in the sentence. Do the same with Sentence B.
Direction for Scoring the Pretest:
English Sentence1 Point per correct phoneme)

1. I can run and hop into the garden.

2. We like to wade in the deep wide pool.
Direction for administering the weekly test:
1. Administer each sentence test at the end of every week
of the intervention program. As in the Pretest , all
sentences have 25 phonemes each.
2. Record the child’s scores and observations on
phonemes missed on CTE Form 4 (Record Awareness )
shown in APPENDIX C2 on page 74.
WEEK: SENTENCE TEST
 1 The ten dogs ran into the hot sand.
 Ang aso ay kumahol at umalis agad.
2. We came home to see the tiny baby goose .
 Umuwi kami para makita ang bibe.
3. They waited for the ten cows to go away.
 Nakita namin ang baka sa malayo.
4. Today the boys made a sail for their boat.
 Nilagay namin ang layag sa bangka.
5. Thank you for the meat, bread and fruits.
 Salamat sa ulam , tinapay at ubas.
6. “What long ears you have” said the long rat.
 “naku, ang laki ng tainga,” sabi ng daga.
7. A slow snail slid into the wet grass.
 Ang suso ay nagtago sa basang damo.
8. Three blind mice ate three green frogs.
 Ang tatlong daga ay kumain ng bulak.
9. ten birds went to find their nest.
 Hinanap ng ibon ang kanyang pugad.
10. The child sat in the sand and slept.
 Ay! Ang sanggol ay nahulog sa duyan.
 Appendix C2
CTE Form 4: RECORD OF PHONETIC AWARENESS.
Child:.__________________________________________ Age:________________
TUtor:__________________________________________ Sex :_______________
Pretest Date:_________________________________________________ SCORE
Psttreat Date: ________

WEEK SCORE PHONEMES MISSED

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

WEEK 7

WEEK8

WEEK9

WEEK 10
All assessments should be
given one-on-one.
What it measures
Phoneme matching is the ability to identify words that
begin with the same sound.
Phoneme isolation is the ability to isolate a single sound
from within a word.
Phoneme blending is the ability to blend individual sounds
into a word.
Phoneme segmentation is the ability to break a word into
individual sounds.
Phoneme manipulation is the ability to modify, change, or
move the individual sounds in a word.
Examples of assessment questions
Phoneme matching
Which words sound alike? man, sat, sip (Correct response: sat, sip)
Phoneme isolation – Initial (first) sound:
What's the first sound in "sat?" (Correct response: /s/)
Phoneme isolation – Final (last) sound:
What's the last sound in "sat?" (Correct response: /t/)
Phoneme isolation – Medial (middle) sound:
What's the middle sound in "sat?" (Correct response: /a/)
Phoneme blending:
What word do these sounds make? /h/ – /o/ – /t/ (Correct response: hot)
Phoneme segmentation:
What sounds do you hear in "hot?" (Correct response: /h/ – /o/ – /t/)
Phoneme manipulation – Initial (first) sound:
Say "mat" without the /m/ sound. (Correct response: at)
Phoneme manipulation – Final (last) sound:
Say "mat" without the /t/ sound. (Correct response: ma)
Phoneme manipulation – Substitution:
Say "pig." (Correct response: pig)
Now change the /p/ in "pig" to /f/. (Correct response: fig)