Examples of Informal Assessment Tasks of Phonological ...



Examples of Informal Assessment Tasks of Phonological Awareness

For each task, be sure to use pictures or line drawings of words that are familiar to the student (i.e., in the student’s listening vocabulary). Always model what you want the student to do and give several opportunities to practice the task before beginning the actual assessment.

Some younger children may enjoy and be motivated if you use a puppet to model the tasks and provide the directions.

Rhyme – recognition that two or more words end with the same sounds (E.g., cat, hat)

• Matching: Give the student two to four pictures or line drawings of objects, verbally labeling each one or asking the student to do so. Then say a word and ask the student to indicate (e.g., to point) which picture rhymes with that word.

• Oddity detection: Give the student three pictures or line drawings and either verbally label each one or ask the student to do so. Then ask the student to indicate (verbally or by pointing) which of the three pictures does not rhyme with the others.

• Generation: Give the student a picture or line drawing and either verbally label the picture or ask student to do so. Then ask the student to say a word that rhymes with the object depicted in the picture.

Alliteration - recognition that words begin with the same sound (E.g., hat, house)

• Provide two to three pictures or line drawings of objects and either verbally label each picture or ask the student to label each picture.

• Say a word or phoneme and ask the student to point to the picture that begins with the same sound as the spoken word (or phoneme).

• Randomly change the position of the target picture on each trial to reduce the chance that the student will guess the correct answer.

• This activity can also be used to assess a student’s awareness of ending or middle sounds by using the same format but asking the student to find the picture that ends with the same sound as the word spoken by the examiner or find the picture that has the same

same middle sound as the word spoken by the examiner.

• Use the procedures under Rhyme above to also assess oddity detection and generation of alliteration (“Which picture does not have the same beginning sound as house?” or “Tell me a word that begins with the same sound as house.”)

Blending - putting together two or more sounds to say a word (E.g., /d/ /o/ /g, dog)

• Show the student a picture or line drawing of a familiar item and ask the student to listen while you say the name of the picture very slowly. (This is often called word stretching or word rubber banding. It may be helpful or motivating to the student for you to stretch out a large rubber band while modeling this task or use your arms to show how you are stretching out the word.)

• Slowly say each individual sound of the word represented by the picture.

• Next, give the student two to three pictures or line drawings and say the name of one of the pictures slowly, phoneme by phoneme.

• Ask the student to point to the picture whose name you said.

• Begin the assessment with words made up of two to three phonemes (CV or CVC); progress to longer words that require up to four phonemes (CVCV).

Segmentation - breaking words into individual sounds (E.g., blue /b/ /l/ /oo/)

Keep in mind that this is the most difficult phonological task because it requires more memory than other tasks. Segmenting a word requires the student to hold the word in memory and at the same time, break it down into separate sounds.

Syllable Segmentation (E.g., ta-ble)

• Show the student a familiar picture of a two-syllable word and say the first syllable of the word for the student. Ask the student to supply the next syllable.

• An alternative is to provide the student with a spoken one, two, or three syllable word and ask him or her to clap or tap for each syllable heard.

Phoneme Segmentation (E.g., boy /b/ /oi/)

• Show the student a familiar picture (using a word that has only two-three phonemes) and ask the student to “say the sounds very slowly” (say each individual phoneme).

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