IDEL™ Training:
Administration and Scoring of
“Fluidez en la Segmentación de Fonemas”
(FSF)
Dynamic
Measurement
Group
Supporting School Success One Step at a Time
Fluidez en la Segmentación
de Fonemas (FSF)
FRO
FLO
FPS
FSF
FUP
FNL
Beg Mid End
Preschool
Beg Mid End Beg Mid End
Beg Mid End
Beg Mid End
Beg Mid End
Beg Mid End Beg Mid End
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade
© 2005, Dynamic Measurement Group
2
Fluidez en la Segmentación
de Fonemas (FSF)
• Big Idea:
• Phonemic Awareness
• Benchmark Goal:
• 35 end of K
– 18 at middle of K
• Assessment Times:
• Kindergarten:
Fall?, Winter, Spring
• First Grade:
Fall, Winter, Spring
© 2005, Dynamic Measurement Group
3
Materials
• Benchmark or progress monitoring
booklet
• Clipboard
• Stopwatch
• Pen or pencil
© 2005, Dynamic Measurement Group
4
Indicador 1 Prim er grado
Fluidez en la Segmentaci—
n de Fonemas IDELTM
TLP
S’l
ell a
/e/ | / y/ /a/
bebˇ
/b/ /e/ | /b/ /e/
___/7 ___/4
grasa
/g/ /r/ /a/ | /s/ /a/
poder
/p/ /o/ | /d/ /e/ /r/
__/10 ___/4
uvas
/u/ | / v/ /a/ /s/
unas
/u/ | / n/ /a/ /s/
___/8 ___/4
abajo
/a/ | / b/ /a/ | /j/ /o/ li sta
/l/ /i/ /s/ | /t/ /a/
__/10 ___/5
lana
/l/ /a/ | /n/ /a/
sala
/s/ /a/ | /l/ /a/
___/8 ___/4
avi—
n
/a/ | / v/ /i/ /o/ /n/ gato
/g/ /a / | /t/ /o/
___/9 ___/4
visa
/v/ /i/ | /s/ /a/
saca
/s/ /a/ | /k/ /a/
___/8 ___/4
pista
/p/ /i/ /s/ | /t/ /a/
pa’s
/p/ /a/ | /i/ /s/
___/9 ___/4
plato
/p/ /l/ /a/ | /t/ /o/
desde
/d/ /e/ /s/ | /d/ /e/
__/10 ___/4
doble
/d/ /o/ | /b/ /l/ /e/ nota
/n/ /o/ | /t/ /a/
___/9 ___/4
ojo
/o/ | /j/ /o/
joya
/j/ /o/ | /y/ /a/
___/7 ___/4
nacer
/n/ /a/ | /s/ /e/ /r/
feli z
/f/ /e/ | /l/ /i/ /s/
__/10 ___/4
Tipos de errores:
Fluidez en la
segmentación de
fonemas (FSF)
1. Place scoring booklet
on clipboard and
position so that student
cannot see what you
record.
2. Say these specific
directions to the
student:
Todas Las Partes (TLP): ____
S’labas (S’l): ____
(no cuente monos’labos)
© 2005, Dynamic Measurement Group
5
Indicador 1 Prim er grado
Fluidez en la Segmentaci—
n de Fonemas IDELTM
TLP
S’l
ell a
/e/ | / y/ /a/
bebˇ
/b/ /e/ | /b/ /e/
___/7 ___/4
grasa
/g/ /r/ /a/ | /s/ /a/
poder
/p/ /o/ | /d/ /e/ /r/
__/10 ___/4
uvas
/u/ | / v/ /a/ /s/
unas
/u/ | / n/ /a/ /s/
___/8 ___/4
abajo
/a/ | / b/ /a/ | /j/ /o/ li sta
/l/ /i/ /s/ | /t/ /a/
__/10 ___/5
lana
/l/ /a/ | /n/ /a/
sala
/s/ /a/ | /l/ /a/
___/8 ___/4
avi—
n
/a/ | / v/ /i/ /o/ /n/ gato
/g/ /a / | /t/ /o/
___/9 ___/4
visa
/v/ /i/ | /s/ /a/
saca
/s/ /a/ | /k/ /a/
___/8 ___/4
pista
/p/ /i/ /s/ | /t/ /a/
pa’s
/p/ /a/ | /i/ /s/
___/9 ___/4
plato
/p/ /l/ /a/ | /t/ /o/
desde
/d/ /e/ /s/ | /d/ /e/
__/10 ___/4
doble
/d/ /o/ | /b/ /l/ /e/ nota
/n/ /o/ | /t/ /a/
___/9 ___/4
ojo
/o/ | /j/ /o/
joya
/j/ /o/ | /y/ /a/
___/7 ___/4
nacer
/n/ /a/ | /s/ /e/ /r/
feli z
/f/ /e/ | /l/ /i/ /s/
__/10 ___/4
Tipos de errores:
Todas Las Partes (TLP): ____
S’labas (S’l): ____
(no cuente monos’labos)
Fluidez en la
segmentación de
fonemas (FSF)
“Voy a decir una
palabra. Después de que
la diga, quiero que me
digas todos los sonidos
que tiene la palabra. Por
ejemplo, si yo digo,
“oso,” tú dices /o/ /s/
/o/.” Vamos a probar.
(pausa) Dime los
sonidos en “mesa.”
© 2005, Dynamic Measurement Group
6
Correction Procedure
RESPUESTA CORRECTA: RESPUESTA INCORRECTA:
Si el alumno dice /m/ /e/ /s/ Si el alumno dice cualquier
/a/, usted dice,
otra respuesta, usted dice,
Muy bien. Los sonidos en
la palabra “mesa” son /m/
/e/ /s/ /a/.
Los sonidos en la palabra
“mesa” son /m/ /e/ /s/ /a/.
Ahora te toca a ti. Dime los
sonidos en “mesa”.
Bien. Aquí viene tu primera palabra.
© 2005, Dynamic Measurement Group
7
Directions for Administration
1. Say the first word and start your
stopwatch.
2. Put a slash ( / ) through segments
pronounced incorrectly.
3. Leave segments that are omitted
blank.
4. If the student says the whole word, circle
the entire word and give 0 points.
5. As soon as the student is finished saying
the sounds, present the next word
promptly and clearly.
© 2005, Dynamic Measurement Group
8
Directions for Adminsitration cont…
6. At the end of 1 minute, place a bracket after
the last sound segment, stop presenting
words and scoring further responses.
7. Add the number of correct sound segments.
8. Add the total number of correct syllables.
9. Record the total number of segments AND
syllables on the bottom of the scoring sheet.
© 2005, Dynamic Measurement Group
9
Timing and Wait Rules
Continuous for 1 Minute
• Start the stopwatch after you say the first
word.
• At the end of 1 minute place a bracket (])
after the last sound segment, say “stop”
and stop your stopwatch. Do not present
more words.
© 2005, Dynamic Measurement Group
10
Wait Rule for FSF
3 Seconds
•
•
Maximum time for each sound segment
is 3 seconds.
If the student does not say the next
sound segment within 3 seconds, say
the next word.
© 2005, Dynamic Measurement Group
11
Discontinue Rule
First 5 Words
• If a student has not said any sound
segments correctly in the first 5 words,
discontinue the task and record a score
of zero (0).
© 2005, Dynamic Measurement Group
12
Prompting Rule
• If a student has done the examples
correctly and does not answer the
questions correctly, say, “Recuerda
decirme los sonidos en la palabra.”
• This prompt can be given once.
© 2005, Dynamic Measurement Group
13
Directions for Scoring
1. Underline the sound segments in the word
the student produces that are correctly
pronounced.
Total Parts – Todas Las Partes (TLP):
Students receive 1 point for each
different, correct, part of the word –
Same scoring rule as PSF.
Syllable Parts – Sílabas (Síl): 1 point
for each different, correct, syllable part,
excluding one syllable words (no
cuente monosílabos).
•
•
© 2005, Dynamic Measurement Group
14
Directions for Scoring cont…
2. Put a slash ( / ) through segments
pronounced incorrectly.
3. Leave segments that are omitted blank.
4. If the student says the whole word, circle
the entire word and give 0 points.
© 2005, Dynamic Measurement Group
15
Correct Phoneme Segmentation
Scoring Examples:
Underline Correct Sound Segments
Examiner says “abajo” student says “a...b...a...j...o”
Examiner says “lista” student says “l...i...s...t...a”
Examiner says “lana” student says “l...a...n...a”
Examiner says “sala” student says “s...a...l...a”
TLP
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
Tipos de errores:
sala
S’l
10
1
__/10 ___/5
8 ___/4
0
___/8
18
Todas Las Partes (TLP): ____
1
S’labas (S’l): ____
(no cuent e monos’labos)
© 2005, Dynamic Measurement Group
16
Practice Scoring
Phonemes
bebé
ella
/e/ | /y/ /a/
grasa
/g/ /r/ /a/ | /s/ /a/ poder
/p/ /o/ | /d/ /e/ /r/ 9__/10 ___/4
0
pan
/p/ /a/ /n/
/u/ | /n/ /a/ /s/
unas
/b/ /e/ | /b/ /e/
TLP Síl
7
1
___/7
___/4
1
___/7
7 ___/2
23
Todas Las Partes (TLP): ____
2
Sílabas (Síl): ____
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
17
Correct Syllable Segmentation
Scoring Examples:
Underline Correct Sound Segments
Examiner says “abajo” student says “a...ba...jo”
Examiner says “lista” student says “lis...ta”
Examiner says “lana” student says “la...na”
Examiner says “sala” student says “sa...la”
TLP
Síl
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
5
5
__/10
___/5
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
4
4
___/8
___/4
Tipos de errores:
sala
9
Todas Las Partes (TLP): ____
9
Sílabas (Síl): ____
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
18
Mixed Phoneme & Syllable
Segmentation
Underline Correct Sound Segments
Examiner says “abajo” student says “a...b...a...jo”
Examiner says “lista” student says “l...i...s...ta”
Examiner says “lana” student says “l...a...na”
Examiner says “sala” student says “s...a...la”
TLP
Síl
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
8
3
__/10
___/5
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
6
2
___/8
___/4
Tipos de errores:
sala
14
Todas Las Partes (TLP): ____
Sílabas (Síl): ____
5
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
19
Practice Scoring
Phonemes and Syllables
bebé
ella
/e/ | /y/ /a/
grasa
/g/ /r/ /a/ | /s/ /a/ poder
/p/ /o/ | /d/ /e/ /r/ __/10
___/4
7
2
pan
/p/ /a/ /n/
/u/ | /n/ /a/ /s/
unas
/b/ /e/ | /b/ /e/
TLP Síl
4 ___/4
4
___/7
1
___/7
7 ___/2
18
Todas Las Partes (TLP): ____
7
Sílabas (Síl): ____
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
20
Scoring Examples:
Schwa’s are free with consonants
Schwa Sounds Ə (in English /uh/)
Examiner says “abajo” student says “a...bƏ...a...jƏ…o”
Examiner says “lista” student says “lƏ...i...sƏ...tƏ…a”
Examiner says “lana” student says “lƏ...a...nƏ…a”
Examiner says “sala” student says “sƏ...a...lƏ…a”
TLP
Síl
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
10
1
__/10 ___/5
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
8 ___/4
0
___/8
Tipos de errores:
sala
18
Todas Las Partes (TLP): ____
1
Sílabas (Síl): ____
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
21
Incomplete Segmentation other
than Syllable
Underline Correct Sound Segments
Examiner says “abajo” student says “aba...jo”
Examiner says “lista” student says “li...s...ta”
Examiner says “lana” student says “lan…a”
Examiner says “sala” student says “s...ala”
TLP
Síl
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
5 ___/5
2
__/10
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
4 ___/4
0
___/8
Tipos de errores:
sala
9
Todas Las Partes (TLP): ____
2
Sílabas (Síl): ____
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
22
Practice Scoring
Incomplete Segmentation
ella
/e/ | /y/ /a/
bebé
/b/ /e/ | /b/ /e/
TLP Síl
___/7 ___/4
grasa
/g/ /r/ /a/ | /s/ /a/
poder
/p/ /o | /d/ /e/ /r/
__/10 ___/4
pan
/p/ /a/ /n/
unas
/u/ | /n/ /a/ /s/
___/7 ___/2
Todas Las Partes (TLP): ____
Sílabas (Síl): ___
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
23
Practice Scoring
Incomplete Segmentation
ella
/e/ | /y/ /a/
bebé
/b/ /e/ | /b/ /e/
TLP Síl
4
2
___/7
___/4
grasa
/g/ /r/ /a/ | /s/ /a/
poder
/p/ /o | /d/ /e/ /r/
5__/10 ___/4
1
pan
/p/ /a/ /n/
unas
/u/ | /n/ /a/ /s/
0
5 ___/2
___/7
14
Todas Las Partes (TLP): ____
3
Sílabas (Síl): ___
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
24
Overlapping Segmentation
Scoring Examples:
Give credit for each different, correct, sound
segment of the word.
Examiner says “abajo” student says “aba..ajo”
Examiner says “lista” student says “lis..ta..a”
Examiner says “lana” student says “la…a…na”
Examiner says “sala” student says “sa…a…la˘¯¯
TLP
Síl
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
5 ___/5
2
__/10
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
6 ___/4
4
___/8
Tipos de errores:
sala
11
Todas Las Partes (TLP): ____
6
Sílabas (Síl): ____
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
25
Practice Scoring
Overlapping Segmentation
ella
/e/ | /y/ /a/
bebé
/b/ /e/ | /b/ /e/
TLP Síl
___/7 ___/4
grasa
/g/ /r/ /a/ | /s/ /a/
poder
/p/ /o | /d/ /e/ /r/
__/10 ___/4
pan
/p/ /a/ /n/
unas
/u/ | /n/ /a/ /s/
___/7 ___/2
Todas Las Partes (TLP): ____
Sílabas (Síl): ___
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
26
Practice Scoring
Overlapping Segmentation
ella
/e/ | /y/ /a/
bebé
/b/ /e/ | /b/ /e/
TLP Síl
5
3
___/7
___/4
grasa
/g/ /r/ /a/ | /s/ /a/
poder
/p/ /o | /d/ /e/ /r/
6
2
__/10
___/4
pan
/p/ /a/ /n/
unas
6
2
___/7
___/2
17
Todas Las Partes (TLP): ____
6
Sílabas (Síl): ___
/u/ | /n/ /a/ /s/
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
27
Sound Elongation
Underline Correct Sound Segments (approx 1 second per sound)
Examiner says “abajo” student says “aaaaabaaa..jooo”
Examiner says “lista” student says “liiiiiiiisss..taaaa”
Examiner says “lana” student says “laaaaaa…naaaaa”
Examiner says “sala” student says “saaaaa…laaaa”.
TLP
Síl
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
10
1
__/10 ___/5
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
8 ___/4
0
___/8
Tipos de errores:
sala
18
Todas Las Partes (TLP): ____
1
Sílabas (Síl): ____
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
28
Practice Scoring
Sound Elongation (Trainee)
ella /e/ /y/ /a/
bebé
grasa /g/ /r/ /a/ /s/ /a/
poder /p/ /o/ /d/ /e/ /r/
uvas /u/ /v/ /a/ /s/
unas /u/ /n/ /a/ /s/
/b/ /e/ /b/ /e/
© 2005, Dynamic Measurement Group
29
Practice Scoring
Sound Elongation
ella /e/ /y/ /a/
bebé
grasa /g/ /r/ /a/ /s/ /a/
poder /p/ /o/ /d/ /e/ /r/
uvas /u/ /v/ /a/ /s/
unas /u/ /n/ /a/ /s/
/b/ /e/ /b/ /e/
© 2005, Dynamic Measurement Group
30
Incorrect Sound Segment
Slash (/) Incorrect Sound Segments
Examiner says “abajo” student says “a..ba…jos”
Examiner says “lista” student says “p…i…s…t…a”
Examiner says “lana” student says “p…a…l…a”
Examiner says “sala” student says “s…o…l…a”
TLP
Síl
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
6 ___/5
1
__/10
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
5 ___/4
0
___/8
Tipos de errores:
sala
11
Todas Las Partes (TLP): ____
1
Sílabas (Síl): ____
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
31
Additions
Additions are not counted as errors if they are separated from the
other sounds in the word.
Examiner says “abajo” student says “a…ba…jos”
Examiner says “lista” student says “l…i…s…tra”
Examiner says “lana” student says “p…l…a…n…a”
Examiner says “sala” student says “s…a…l…a…s”
TLP
Síl
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
5 ___/5
2
__/10
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
8 ___/4
0
___/8
Tipos de errores:
sala
Todas Las Partes (TLP): ____
13
2
Sílabas (Síl): ____
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
32
Practice Scoring
Incorrect Sounds and Additions
ella
/e/ | /y/ /a/
bebé
/b/ /e/ | /b/ /e/
TLP Síl
___/7 ___/4
grasa
/g/ /r/ /a/ | /s/ /a/
poder
/p/ /o | /d/ /e/ /r/
__/10 ___/4
pan
/p/ /a/ /n/
unas
/u/ | /n/ /a/ /s/
___/7 ___/2
Todas Las Partes (TLP): ____
Sílabas (Síl): ___
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
33
Practice Scoring
Incorrect Sounds and Additions
ella
/e/ | /y/ /a/
bebé
/b/ /e/ | /b/ /e/
TLP Síl
7
___/7
__1 /4
grasa
/g/ /r/ /a/ | /s/ /a/
poder
/p/ /o | /d/ /e/ /r/
7
0
__/10
___/4
pan
/p/ /a/ /n/
unas
5
___/7
___1 /2
19
Todas Las Partes (TLP): ____
Sílabas (Síl): ___
2
/u/ | /n/ /a/ /s/
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
34
Omissions
Leave Blank: Wait 3 seconds for elaboration
Examiner says “abajo” student says “a…ba…(3 sec)”
Examiner says “lista” student says “l…i…t…a
Examiner says “lana” student says “l…n…a”
Examiner says “sala” student says “s…a…l…(3 sec)”
TLP
Síl
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
6 ___/5
2
__/10
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
6 ___/4
0
___/8
Tipos de errores:
sala
12
Todas Las Partes (TLP): ____
2
Sílabas (Síl): ____
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
35
No Segmentation/whole word
Circle
Examiner says “abajo” student says “abajo”
Examiner says “lista” student says “lista”
Examiner says “lana” student says “lana”
Examiner says “sala” student says “sala”
TLP
Síl
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
0 ___/5
0
__/10
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
0 ___/4
0
___/8
Tipos de errores:
sala
0
Todas Las Partes (TLP): ____
0
Sílabas (Síl): ____
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
36
“No sé”
No Score
Examiner says “abajo” student says “a….(3sec)
Examiner says “lista” student says “l…i…(3sec)
Examiner says “lana” student says “No sé” (3sec)
Examiner says “sala” student says “s…a (3sec)”
Do not underline; say the next word.
TLP
Síl
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
__/10
3 ___/5
1
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
___/8
2 ___/4
0
Tipos de errores:
sala
5
Todas Las Partes (TLP): ____
Sílabas (Síl): ____
1
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
37
Sounds out of order
Give credit for sound parts that are correct and
in the correct order
Examiner says “abajo” student says “a…jo…ba”
Examiner says “lista” student says “ta…lis”
Examiner says “lana” student says “a…n…l…a”
Examiner says “sala” student says “sa…a…l”
TLP
Síl
abajo
/a/ | /b/ /a/ | /j/ /o/ lista
/l/ /i/ /s/ | /t/ /a/
1 ___/5
1
__/10
lana
/l/ /a/ | /n/ /a/
/s/ /a/ | /l/ /a/
1 ___/4
1
___/8
Tipos de errores:
sala
Todas Las Partes (TLP): ____
2
2
Sílabas (Síl): ____
(no cuente monosílabos)
© 2005, Dynamic Measurement Group
38
Articulation and Dialect
Imperfect pronunciation due to dialect, articulation, or
second language interference is not penalized.
Examiner says “fruta”, student says “flu…ta”.
Examiner says “gusta”, student says “g..u..j..ta”.
Examiner says “cinta”, student says “thin…ta”.
Examiner says “visa”, student says “b..i..s..a”.
fruta /f/ /r/ /u/ | /t/ /a/
gusta /g/ /u/ /s/ | /t/ /a/
TLP
Síl
6
___/10
___/4
3
cinta /s/ /i/ /n/ | /t/ /a/
visa
___/9
6
/b/ /i/ | /s/ /a/
2
___/4
12
Todas Las Partes (TLP): ___
5
Partes Sílabas (Síl): ____
© 2005, Dynamic Measurement Group
39
Practice Scoring (trainee)
Indicador 2 Prim er grado
Fluidez en la Segmentaci—
n de Fonemas IDELTM
TLP S’l
___/8 ___/2
cree
/k/ /r/ /e/ /e/
fina
/f/ /i/ | /n/ /a/
le
/l/ /e/
arriba
/a/ | /rr/ /i/ | /b/ /a/ ___/7 ___/3
quepa
/k/ /e/ | /p/ /a/
o’r
/o/ | /’/ /r/
___/6 ___/2
vivir
/v/ /i/ | /v/ /i/ /r/
para
/p/ /a/ | /r/ /a/
___/8 ___/4
oro
/o/ | /r/ /o/
otra
/o/ | /t/ /r/ /a/
___/7 ___/4
d’a
/d/ /i/ | /a/
metal
/m/ /e/ | /t/ /a/ /l/
___/8 ___/4
forma
/f/ /o/ /r/ | /m/ /a/ usar
/u/ | /s / /a/ /r/
___/8 ___/4
aquel
/a/ | /k / /e/ /l/
/t/ /a/ | /k/ /o/ /s/
___/9 ___/4
porque /p/ /o/ /r/ | /k/ /e/ uno
/u/ | / n/ /o/
___/8 ___/4
masa
/m/ /a/ | /s/ /a/
coche
/k/ /o/ | /ch/ /e/
___/8 ___/4
larga
/l/ /a/ /r/ | /g/ /a/
tirar
/t/ /i/ | /r/ /a/ /r/
___/8 ___/4
globo
/g/ / l/ /o/ | /b/ /o/ ll egar
/y/ /e/ | /g/ /a/ /r/
___/9 ___/4
Tipos de errores:
tacos
Todas Las Partes (TLP): ____
S’labas (S’l): ____
(no cuente monos’labos)
© 2005, Dynamic Measurement Group
40
Final Score
• Add number of
correct phonemes
for each line up to
bracket.
• Total number of
correct sound
segments in space
provided in lower
right hand corner of
probe.
Indicador 2 Primer grado
Fluidez en la Segmentación de Fonemas IDELTM
TLP Síl
___/8 ___/2
cree
/k/ /r/ /e/ /e/
fina
/f/ /i/ | /n/ /a/
le
/l/ /e/
arriba
/a/ | /rr/ /i/ | /b/ /a/
quepa
/k/ /e/ | /p/ /a/
oír
/o/ | /í/ /r/
vivir
/v/ /i/ | /v/ /i/ /r/
para
/p/ /a/ | /r/ /a/
oro
/o/ | /r/ /o/
otra
/o/ | /t/ /r/ /a/
día
/d/ /i/ | /a/
metal
/m/ /e/ | /t/ /a/ /l/
0 0
___/7
5 ___/3
3
___/6
4 ___/2
2
2
___/8
8 ___/4
7 ___/4
2
___/7
3 ___/4
1
___/8
forma
/f/ /o/ /r/ | /m/ /a/ usar
/u/ | /s/ /a/ /r/
0
___/8 ___/4
aquel
/a/ | /k/ /e/ /l/
/t/ /a/ | /k/ /o/ /s/
___/9 ___/4
porque /p/ /o/ /r/ | /k/ /e/ uno
/u/ | /n/ /o/
___/8 ___/4
masa
/m/ /a/ | /s/ /a/
coche
/k/ /o/ | /ch/ /e/
___/8 ___/4
larga
/l/ /a/ /r/ | /g/ /a/
tirar
/t/ /i/ | /r/ /a/ /r/
___/8 ___/4
globo
/g/ /l/ /o/ | /b/ /o/ llegar
/y/ /e/ | /g/ /a/ /r/
___/9 ___/4
tacos
4
31
Tipos de errores:
© 2005, Dynamic Measurement Group
Todas Las Partes (TLP): ____
Sílabas (Síl): ____
(no cuente monosílabos)
10
41
Pronunciation Guide
• Different countries or regions of a country use
different Spanish dialects. These pronunciation
examples should be modified consistent with
regional dialects and conventions.
• For example, /s/ as in gustar is pronounced as
a /j/ in certain regions of Central America and
the Caribbean. Our examples are typical of the
pronunciation in Mexico City.
© 2005, Dynamic Measurement Group
42
Pronunciation Guide
Fonema
/a/
/e/
/i/
/o/
/u/
/b/
/k/
/d/
/ch/
/f/
/g/
/j/
Ejemplo
Fonema Ejemplo
hablar
/l/
loro, hab la
gente, ellos
/m/
mano, v amos
hijo, iglesia
/n/
nadie, tren, una
oso, ruido
/–/
ca–a, –andœ
suyo, uno
/p/
parque, pelo
vista; combinaci—n
/r/
rojo
con, p ico, peque–o
/rr/
carro, corro
dedo
/s/
sapo, zapato
chocolate, leche
/t/
tapa, boleto
fino, cafˇ
/x/
extra–o
tango, gusta
/y/
amarillo, ya
gente; juvenil; Mˇ xico
© 2005, Dynamic Measurement Group
43