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Phoneme Deletion Test

Phoneme Deletion Test. Overview. This is an i ndividual , auditory test Takes a pprox imately 5 – 10 min. Involves r emoving phonemes (sounds ) from words There are f our deletion tasks that progress in difficulty A: Initial Sound B: Final Sound

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Phoneme Deletion Test

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  1. Phoneme Deletion Test

  2. Overview • This is an individual, auditory test • Takes approximately5 – 10 min. • Involves removing phonemes (sounds) from words • There are four deletion tasks that progress in difficulty A: Initial Sound B: Final Sound C: Initial Sound in a Blend D: Embedded Sound in a Blend

  3. Rationale

  4. Rationale Assessing these skills helps us to figure out if there are deficits in phonemic (sound) awareness that may be contributing to a students reading or spelling difficulties. According to research, the lack of phonemic awareness is the most powerful determinant of the likelihood of a student’s failure to learn to read. (Assessing Reading Multiple Measures, 2008)

  5. Preparing

  6. You will need… • Copies of Record Form • Pen or pencil for examiner The student does not read anything, they are listening and responding.

  7. Take a few minutes to review the materials you will use for this assessment.

  8. Administering

  9. Administering • Do practice items before each part, A-D. • Circle plus sign for correct responses (+) • Circle minus sign for incorrect responses (-) and write down incorrect response on blank line. • Do NOT correct errors, but do praise effort. • Do NOT show student the items. (This is an auditory assessment.) • If student cannotdo any items in A or B,discontinue test. • If student can’t do at least two items in C, stop test.

  10. Say the sound to be deleted (in parentheses), NOT the letter name. For example: “Say tower. Now say tower without the /t/.” When reading each item...

  11. Scoring

  12. Scoring Tally each section A-D, with the number correct out of 5. A ___/5 B___/5 C___/5 D___/5

  13. Interpreting Scores

  14. What does this mean… • The tasks in this assessment are expected to be mastered by third grade. • Because we are working with adolescents, a score of less than 5 in any section is considered intensive.

  15. Practicing

  16. Try This… • On pages 20-22 of the Assessing Reading Multiple Measures Manual, review: • Practice items 1 and 2 • The script for parts A-D • See attachment, JBDeletionPDF for a scoring example. (these tasks will be modeled in the video clip following this powerpoint)

  17. Next Steps

  18. Next Steps… Students who struggle with these tasks will benefit from targeted instruction on the phonemic awareness concepts indicated.

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