NAMES TEST – Revised



NAMES TEST

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|Directions: |

|Tell the child that you want him/her to read a list of names. Put a check above each name that is read correctly. Record the child’s exact response if he/she |

|makes an error. If the child self-corrects, write SC next to their initial response, and mark it with a (. (This does not count as an error.) Discontinue |

|testing if the student is overly frustrated. There is no time limit for the Names Test. |

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|Say: |

|I want you to pretend you are a teacher taking attendance on the first day of school. You will be reading some students’ names. As you read, I will be taking |

|some notes to help me remember what you say. |

|Some of the names may be hard for you to read. I won’t be able to help you read them. Even if you are not sure what a name is, try to make a guess. It |

|doesn’t matter if you get all the names right. Just do your best. Do you have any questions? |

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|Examples: |

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|Kindy ( Floy Thonton ( Batmin Yondolada ( |

|Cindy Sampson Flo Thornton Dean Bateman Yolanda Clark |

| |

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|( ( |

|Wendell Swan/SC ( Con ( Wale/SC ( ( |

|Wendy Swain Jay Conway Ginger Yale Vance Middleton |

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|Score: 1 point for each correct or self-corrected response. |

(Cunningham, 1990; Dufflemeyer and Colleagues, 1994)

Names Test – Guidelines for Administering and Scoring

Materials Needed:

• Task Card: Names Test

• List of Names

• Scoring Sheet

• Scoring Matrix

Administrating at the Beginning of the Year:

• See Names Test Task card for specific directions.

• Give child list of names.

• Have child read down the first column, then down the second column of names.

• Do not give help for any name.

Administrating at Midyear and End of the Year:

• Only re-administer the names that were not identified correctly.

Recording:

• While the student reads, place a check (() on the scoring sheet for each name read correctly.

• Record the child’s exact response if he/she makes an error.

• If the child self-corrects, write SC next to their initial response, and mark it with a (.

Scoring at the Beginning of the Year:

• Count the number of correct and self-corrected names. Record this number on the scoring sheet.

• Calculate the percent correct by dividing number correct by 70. Record this on the scoring sheet also.

• Compare the student’s percent correct with the average percentage correct for his/her grade level (see the chart below).

If the student’s score is below average, he/she needs direct phonics instruction.

|Grade |Average Percentage Correct |

|2 |65 |

|3 |75 |

|4 |90 |

|5 |95 |

• For each error, find the name on the scoring matrix, and circle the phonic element that was incorrect.

• Total each column on the matrix to determine the number of errors in each phonic category. Transfer these numbers to the scoring sheet.

Scoring at Midyear and End of the Year:

• The total score will be comprised of previous and current correct responses.

|Scoring Matrix for the Names Test |

|NAME ___________________________________ DATE ______________________ |

|Name |

|Name |InCon |

|Book 1: Closed Pattern (CVC) |Jay Conway |Dee Skidmore |

| |Kimberly Blake |Chuck Hoke |

| |Ron Smitherman |Thelma Rinehart |

| |Austin Shepherd |Gus Quincy |

| |Wendy Swain |Patrick Tweed |

| |Tim Cornell |Ned Westmoreland |

|Book 2: Closed Pattern with Blends and |Bernard Pendergraph |Glen Spencer |

|Digraphs (CCVC or CVCC) |Homer Preston |Fred Sherwood |

|Book 3: Closed Pattern with 2 syllables |Cindy Sampson |Chester Wright |

|(VCCV) |Stanley Shaw |Troy Whitlock |

| | |Floyd Sheldon |

|Book 4: Silent e Pattern (CVCe) |Kimberly Blake |Grace Brewster |

| |Roberta Slade |Neal Wade |

| |Shane Fletcher |Thelma Rinehart |

| |Bertha Dale |Zane Anderson |

| |Gene Loomis |Dean Bateman |

| |Chuck Hoke |Jake Murphy |

| |Ginger Yale | |

|Book 5: r-Controlled Vowel Pattern |Kimberly Blake |Homer Preston |

| |Flo Thornton |Ginger Yale |

| |Ron Smitherman |Glen Spencer |

| |Bernard Pendergraph |Grace Brewster |

| |Austin Shepherd |Thelma Rinehart |

| |Tim Cornell |Yolanda Clark |

| |Roberta Slade |Fred Sherwood |

| |Chester Wright |Ned Westmoreland |

| |Dee Skidmore |Zane Anderson |

| |Shane Fletcher |Jake Murphy |

| |Bertha Dale | |

|Book 6: Open Vowel Pattern (CV) |Flo Thornton |Homer Preston |

| |Dee Skidmore | |

|Book 7: Closed/closed Vowel Pattern |Tom Smater |Gaven Smith |

|(CVC/VC) |Thomas Cook |Sue Hamel |

| |John Bliset | |

|Book 8: Vowel Digraph Pattern (CVVC) |Joan Brooks |Neal Wade |

| |Wendy Swain |Patrick Tweed |

| |Gene Loomis |Fred Sherwood |

| |Grace Brewster |Dean Bateman |

|Book 9: Vowel Dipthong Pattern (CVVC) |Stanley Shaw |Troy Whitlock |

| |Austin Shepherd |Floyd Sheldon |

|Book 10: C + le Vowel Pattern (C + le) |Vance Middleton | |

|Book 11: Open/Closed Vowel Pattern |Nuel Cox |Joe Shoet |

|(CV/VC) |Trion Jones |Tod Bloen |

| |Beth Thiop | |

|Book 12: Compound/Multi-Syllabic Words |All Multi-Syllabic Names |

Word Work Scope and Sequence

|Skill |Examples |

|Consonants |b, c, d, f, g, h, j, k, l, m, n, p, qu, r, s, t, v, w, x, z |

|Short vowels |a (apple) o (ostrich) i (igloo) |

| |u (umbrella) e (egg) |

|CVC words |hop, can, rub, sit, lap, etc. |

|Consonant digraphs |sh, ch, th, ph, wh |

|Blends |S blends (sk, sl, sw, sp, st, sw) |

| |L blends (bl, fl, gl, cl, pl, sl) |

| |R blends (br, cr, dr, fr, gr, pr, tr) |

|Long vowels (silent e) |a_e, i_e, o_e, u_e, e_e |

|Vowel digraphs |ai, ay, oa, ea, ee, y |

|Final consonant blends |-ng, -nk, -mp, -lt, -ft |

|Variant vowel sounds |oo, aw, oi, oy, ow, ou, ew, ey |

|Silent consonants |kn, wr, gn |

|R controlled vowels |ar, or, er, ir, ur, etc. |

|CVC/CVC words |rabbit, helmet, happen, catnip, etc. |

|Prefixes |re-, un-, pre-, dis-, etc. |

|Suffixes |-er, -est, -ly, -ful, -ness, -less, -ish, -ment, etc. |

|VC/V |cabin, comet, habit, finish, lemon, camel, menu, model, etc. |

|V/CV |music, robot, soda, unit, zebra, shiny, spoken, pony |

|/C + le |table, angle, circle, fable, bottle, apple, bugle, cycle |

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