CUMBRIA READING INTERVENTION
DIAGNOSTIC TESTS (t2) AND RECORD SHEETS
(for use with children at the end of the twelve weeks of CRI training)
P J Hatcher
Page
Contents
Assessments
Concepts about print
High frequency words
Text reading: running record
Letter identification
Written language
Early writing vocabulary
Sounds in writing
Sound Linkage: test of phonological awareness (Peter Hatcher)
Sound Linkage: from assessment to teaching
Burt (rearranged) word reading test
Schonell graded word spelling test
17
19
23
39
45
52
59
63
67
73
74
78
Summary sheets, post-intervention report and recommendations
Cumbria Reading Intervention: summary test record sheets
Cumbria Reading Intervention: pre- and post-intervention test summary
Cumbria Reading Intervention: post-intervention report
Cumbria Reading Intervention: final record sheet
83
85
89
91
99
16
Assessments
17
18
Concepts about Print
Aims
To determine whether children have mastered significant concepts about print, including:







the fact that the book has to be correctly oriented for reading
the fact that the print carries the ‘message’
the directional rules of print
the fact that there is a one-to-one relationship between spoken and written words
awareness of specific words and phrases that are used to refer to parts of a story, or a word
the notion that, as in speech, a sequence of printed words can be used to ‘guess’ at unrecognised
words
the function of specific punctuation marks.
Materials


the book ‘Look What I've Got!’ by A. Browne. Make sure you have numbered the pages of this book
in advance
two pieces of card (approx. 9 x 7 cm)
Instructions
Sit alongside the child.
Correct orientation of book and concept of print carrying the message
Hold the book vertically by its outside edge (spine towards the child) and say:
“I want to read this story to you. Will you show me where to start reading?”


Did the child open the book the right way round?
Was the child able to guide you to the first section of print?
Total
[
[
]
]
[
]/2
[
]
[
]
Directional rules of print
Read the first page (do not point to the words with your finger). After doing so, turn to page 2
and ask:
“Where should I start?”

Was the child able to point you to the left part of the print on page 2?
Read page 2. Then, ask:
“Where should I go now?”

Was the child able to indicate the first word of the first line on page 3?
Point to the first word on page 3 and say:
“Which way do I go?”
19
 Was the child able to indicate that you should go from left to right along the line?
[
]
[
]
[
]/4
[
]
[
]/1
[
]
[
]
[
]
[
]/3
“Where should I go after that?”

Was the child able to indicate a return-sweep to the next line?
Total
One-to-one matching of spoken and written words
Read page 3, say:
“Now I want you to point while I read the story.”
Read the page slowly but fluently. Do not point to the words.

Was the child able to point to the words one-by-one as you read them?
Total
Use of meaning to predict unknown words
Say:
“Let's go back and read that again.”
Read pages 1 to 5.
On page 6, raising your tone to show that you expect the child to complete the sentence,
read the words:
“Are you all ..........?”
If the child doesn't respond, say:
“I keep missing a bit out. What should it be?”
“Are you all ............?”

Was the child able to supply a word that makes sense?
Read pages 7 to 10. On page 11, again raising your tone to show that you expect the child
to complete the sentence, omit the word ‘pleased’ from the end of the sentence.
“The park-keeper didn't seem very ....... .”

Was the child able to supply a word that makes sense?
Read pages 12 to 16. On page 17, omit the word ‘terrified’ from the end of the sentence.
“Sam was ........ .”

Was the child able to supply a word that makes sense?
Total
20
Concepts of ‘first’, ‘last’, ‘top’, and ‘bottom’
Finish the story. After doing so, say:
“Show me the bit you like best in that book.”
After the child has done so, say:
“Show me the first part of the story.”

Was the child able to point to either the first line, word or letter of the story?
[
]
[
]
[
]
[
]
[
]/4
“Show me the last part of the story.”

Was the child able to point to either the last line, word or letter of the story?
Turn to page 21, and say:
“Show me the bottom of the page.”

Was the child able to show you the bottom of the page?
“Show me the top of the page.”

Was the child able to show you the top of the page?
Total
Punctuation marks
Turn to pages 6, 8 and 15. Point to the punctuation marks indicated below, or, trace them
with a pencil, and for each one ask:
“What’s this?” and “What’s this for?”

Was the child able to either give the name and/or explain the
function of:
Name
full stop
question mark
speech mark
exclamation mark
comma?
[
[
[
[
[
]
]
]
]
]
Total Name
Total Function
21
Function
[
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[
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[
]
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[
[
]/5
]/5
Letter and word awareness
Turn to page 12. Give the two pieces of card to the child and before each of the following
items say:
"Can you move the cards so you can only see

Was the child able to show you:
a letter
two letters
a word
two words
the first letter of a word
the last letter of a word
a letter in the middle of a word
a capital letter?”
Total
22
[
[
[
[
[
[
[
[
[
]
]
]
]
]
]
]
]
]/8
High Frequency Words
Aim
To determine the extent to which children can recognise the first 100 high frequency words.
Materials



High Frequency Words: Window Sheet
high frequency words test sheets
High Frequency Words: Record Sheets
Instructions
Cut out the rectangle on the window-sheet. Expose each line of words to children and ask them to tell you
any of the words that they know.
Begin with the sheet containing Phase 2 words from letters/sounds. If children can read more than 24 of
these, continue with the next two sheets containing words from Phases 3-5. Otherwise discontinue.
Record children’s responses on the corresponding record sheets. When recording, do not lose information.
If a child ‘sounds out’ a word note this on the record sheet. If a child reads a word wrongly, note the word
they said.
Do not put children in a position of repeated failure. If the child is struggling, select words you think they may
know and ask:
“Do you know this one?”
“Or this one?”
23
24
High Frequency Words: Window Sheet
cut out this rectangle
25
26
a
had
if
I
back
got
mum
to
up
it
into
but
dad
him
can
is
put
at
big
the
on
go
off
in
get
and
no
as
not
his
an
of
27
28
will
he
for
that
see
we
look
be
this
them
now
my
with
they
her
was
down
all
are
she
then
me
too
you
help
one
out
when
children
what
so
little
just
come
29
30
went
have
house
said
like
do
some
were
here
very
there
from
time
day
oh
about
called
their
it’s
Mr
looked
your
saw
could
asked
made
don’t
old
Mrs
make
people
by
I’m
came
31
32
High Frequency Words: Record Sheet
Name ......................................................................................................
Write any incorrect responses adjacent to the word read by the child.
a
had
if
I
back
got
mum
to
up
it
into
but
dad
him
can
is
put
at
big
the
on
go
off
in
get
and
no
as
not
his
an
of
33
Date ......../…..../.......
34
will
he
for
that
see
we
look
be
this
them
now
my
with
they
her
was
down
all
are
she
then
me
too
you
help
one
out
when
children
what
so
little
just
come
35
36
went
have
house
said
like
do
some
were
here
very
there
from
time
day
oh
about
called
their
it’s
Mr
looked
your
saw
could
asked
made
don’t
old
Mrs
make
people
by
I’m
came
Number of words correctly identified by the child:
[
Comments:
37
]
38
Text Reading: Running Record
Aims
To determine:


the Hatcher levels at which children can read text at easy, instructional and hard levels
children’s strengths and weaknesses in reading text at different levels (easy, 95%+ reading
accuracy; instructional, 90 to 94% reading accuracy; and hard,<90% reading accuracy).
Materials


texts thought to be respectively at the easy, instructional and hard levels of difficulty. It is suggested
that children’s responses to the High Frequency Words test be used as an initial guide to their level
of text reading
Running Record: Practice Sheet or a piece of plain paper and a pen/pencil
Instructions
Administration
Select passages of 100 to 200 words from each text. At the early reading level, fewer words can be used.
Introduce the book in the way described in Section 6 of this handbook.
Using the coding procedure outlined in the section ‘Learning to Take a Running Record’, record everything
that the children say and do as they read passages. Administer passages until easy, instructional and hard
text levels have been identified.
If there is any doubt about the child’s sense of reading direction ask them to:
“Use your finger to help you to read it.”
When children have finished reading, write the correct words, from the text, under the errors on the running
record.
Score the running record in terms of percentage reading accuracy as outlined in the section ‘Learning to
Take a Running Record’.
Score the running record in terms of self-correction (SC) rate as outlined in the section ‘Learning to Take a
Running Record’.
Analysis
Directional movement

Did the child have control over directional
movement
Yes
[
[
[
left to right
top to bottom
return sweep?
39
]
]
]
Sometimes
[
]
[
]
[
]
No
[
[
[
]
]
]
Clues used to read unknown words
To be as objective as possible, all the errors and self-corrections should be looked at in terms of the
following questions:



Did the child use Meaning? (Did the error make
sense within the context of the story?)
Did the child use Syntax? (Did the error fit the
grammar of the text?)
Sometimes
[
]
[
No
Yes
[
]
Sometimes
[
]
[
Yes
[
[
[
]
]
]
Sometimes
[
]
[
]
[
]
[
[
[
Yes
[
[
[
[
]
]
]
]
Sometimes
[
]
[
]
[
]
[
]
[
[
[
[
Yes
[
]
Sometimes
[
]
[
Yes
[
]
Sometimes
[
]
[
Yes
[
[
]
]
Sometimes
[
]
[
]
[
[
Yes
[
]
Sometimes
[
]
[
]
No
]
No
]
]
]
Did the child use letter combinations such as
initial blends
final blends
vowel digraphs
consonant digraphs?

]
Did the child use letter-sounds (Auditory Cues) for
the initial letter
the final letter
a middle letter?

Yes
[
No
]
]
]
]
Did the child use visual cues?
Did the child respond to ‘obvious’ features of
words e.g. recognising house because of
the ‘s’, or cat because of the ‘t’?
Did the child use rimes (e.g. ‘ouse’ in house,
and ‘at’ in cat?)
No
]
No
]
Did the child identify other letter strings such as
the first syllable
the last syllable?
Did the child make visual errors such
as reversals?
No
]
]
No
]
If the letters M, S, V or A are entered over each error on the running record, to signify the use of meaning,
syntax, visual or auditory cues, the frequency of circled letters can be used to give an indication of the
strategies being used by the child.
40
Self-correction

Before, or after, making an error did the child:
seek help
pause
try again
return to the beginning of the line
return back just a few words
repeat the word only
repeat the initial sound
read to the end of the line?
Yes
[
[
[
[
[
[
[
[
]
]
]
]
]
]
]
]
Sometimes
[
]
[
]
[
]
[
]
[
]
[
]
[
]
[
]
[
[
[
[
[
[
[
[
No
Yes
[
]
Sometimes
[
]
[
]
]
]
]
]
]
]
]
Cross-checking strategies


Did the child take note of discrepancies between
meaning, syntax, visual and auditory cues?
No
]
Record any examples of the MSVA strategies being used in
combination.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
41
42
Running Record: Practice Sheet
Book ........................................................................................……………..
Hatcher level …………………………
|Total words (TW) =
.......
|------------------------------------------|Errors:
No.
|
|Omissions
.......
|
|Insertions
.......
|
|Miscues/told
.......
|
|TTA
.......
|
|Total (E)
=
.......
|-------------------------------------------|Self-help behaviour:
No.
|
|Self-corr. (SC) =
.......
|
|Soundings out =
.......
|
|Repetitions
=
.......
|-------------------------------------------|Adult-centred behaviour:
No.
|
|Telling child a word
.......
|
|Child appealing
.......
|-------------------------------------------|% R.A. = [(TW - E)/TW] x 100
|
|
(
)
| = --------------- x 100 =
.......
|
.......
|-------------------------------------------|Text level
|
|Easy
(95%+)
.......
|
|Instructional (90-94%)
.......
|
|Hard
(80-89%)
.......
|-------------------------------------------|% S.C. = [SC/(E+SC)] x 100
|
|
....…
| = --------------- x 100 =
.......
|
( +
)
_____________________________
43
Book ..........................................................................................……….
Hatcher level …………………………
|Total words (TW) =
.......
|Total errors (E)
=
.......
|TW - E =
.......
|___________________________
|% R.A. = [(TW - E)/TW] x 100
|
|= -------------- x 100
=
.......
|
.......
|____________________________
|Text level
Tick
|
|Easy
(95+%)
.......
|Instructional
(90-94%)
.......
|Hard
(80-89%)
.......
|____________________________
|
|Self-corr.
(SC)
= .......
|____________________________
|% S.C. = [SC/(E+SC)] x 100
|
|
….…
| = --------------- x 100 =
.......
|
( +
)
_____________________________
Book ..........................................................................................……….
Hatcher level ………………………….
|Total words (TW) =
.......
|Total errors (E)
=
.......
|TW - E =
.......
|___________________________
|% R.A. = [(TW - E)/TW] x 100
|
|= -------------- x 100
=
.......
|
.......
|____________________________
|Text level
Tick
|
|Easy
(95+%)
.......
|Instructional
(90-94%)
.......
|Hard
(80-89%)
.......
|____________________________
|
|Self-corr.
(SC)
= .......
|____________________________
|% S.C. = [SC/(E+SC)] x 100
|
|
....…
| = --------------- x 100 =
.......
|
( +
)
_____________________________
44
Letter Identification
Aims
To determine:



the letters that can be identified, by ‘name’ and ‘sound’, or by association with words e.g. ‘b’
with ball
the preferred mode for letter identification
the identity of any letters that are confused.
Materials



letter identification sheet
Letter Identification: Record Sheet
two different coloured pens for recording responses
Instructions
N.B. Every letter, upper and lower case, has a name and a sound that is commonly associated with
it. There are therefore 104 possible correct responses relating to the names and sounds
associated with letters
Do not ‘prime’ children by asking for letter names or sounds.
Present the lower case letters to the child and say:
"What do you call these?"
If the child’s response suggests that they will be able to identify some of the letters by name, sound
or word association point to each letter (going across the rows) and ask:
"What is this?"
"Do you know this one?"
"and this?"
Record the child’s responses on the record sheet under the headings ‘name’, ‘sound’, or ‘word’ as
appropriate. (A ‘word’ response for the letter ‘b’ may be ‘ball’, for example.) Repeat the above
procedure with the upper-case letters.
After this first administration, record the child’s preferred mode of response to both upper and lower
case letters in the spaces provided at the bottom of the record sheet.
Using a different coloured pen, the assessment should then be repeated until children have had an
opportunity to give the ‘names’ and ‘associated-sounds’ of all letters. Go through both lower and
upper case letters again until you have elicited as much information as possible with regard to the
child’s knowledge of letter names and sounds.
The following requests for information may be used:
1. To get more information about letters for which the sound has been given but not the name:
“You called this letter a (saying its name as you point to the letter), that’s its name. Do
you know the names for any more letters?” OR, depending on the number of letters
that have not already been identified in this way “Do you know the name for this letter
or this one?” (pointing to letters for which the name has not already been given)
45
2. To get more information about letters for which the name has been given but not the sound:
“You called this letter a (saying its sound as you point to the letter), that’s its sound.
Do you know the sound for any more letters?” OR, depending on the number of letters
that have not already been identified in this way “Do you know the sound for this letter
or this one?” (pointing to letters for which the sound has not already been given)
Record the children’s responses on the Letter Identification: Record Sheet under the headings
‘name’ or ‘sound’. After the second administration count the total number of names and sounds
known for upper and lower case and record in the spaces provided on the Record Sheet.
If the child is really struggling, follow the Instructions for children with very limited letter knowledge
below.
Instructions for children with very limited letter knowledge
If, after administering the first row of letters the child does not appear to have much, if any, letter
identification knowledge point to the first letter of their name and ask questions such as:
"Do you know this one?"
"Do you know a word that starts like this?"
"Do you know the name for this letter?"
"What sound does it make?"
Children should then be allowed to identify letters of their choice from the sheet. In order to avoid
the child experiencing repeated failures, discontinue the test after five consecutive incorrect
responses have been made.
46
a
f
k
p
w
b
h
o
j
u
c
y
l
q
m
d
n
s
x
i
e
g
r
v
t
47
z
48
A
F
K
P
W
B
H
O
J
U
C
Y
L
Q
M
D
N
S
X
I
E
G
R
V
T
49
Z
50
Letter Identification: Record Sheet
Name ......................................................................................................
Letter
Name
Sound
a
f
k
p
w
z
b
h
o
j
u
c
y
l
q
m
d
n
s
x
i
e
g
r
v
t
Totals after first administration
Word
Letter
A
F
K
P
W
Z
B
H
O
J
U
C
Y
L
Q
M
D
N
S
X
I
E
G
R
V
T
Name
Date ......./......./.......
Sound
Word
Preferred mode of identification after first administration (tick one box, either
name/sound/by association with a word, for lower case letters and one box for upper case
letters)
Total knowledge about letter names and sounds after eliciting as much information as
possible about the child’s letter knowledge
Total
[
]/104
51
52
Written Language
Aims
To determine:


the language level of children’s written communication
the degree to which children are able to:
o
o
o
o
form letters correctly
follow the rules of print (direction and punctuation)
read back what has been written
spell words correctly, and/or use spelling strategies.
Materials


sharpened pencil
Written Language: Record Sheet
Instructions
Either invite children to tell you about something of interest to them and discuss it with them, or,
read and discuss the following story with them:
“The monster-man opened his big hungry eyes and looked around for something to
eat. It must have been at least an hour since he had last eaten and now his stomach
was growling ‘Err, grr, gimme, gimme, food!’
He skipped over to his favourite puddle and admired himself. ‘Grr, you do look ugly
today,’ he said proudly, running his claws through his spiky green hair and blowing
himself a kiss. ‘Now for lunch! Which dustbin should I search today?’”
Ask children to draw a picture about the topic they have been discussing.
Ask them if they can write anything about the story.
If the child says they cannot write, say:
"Well can you do something that looks like writing."
Where the child is willing to write a letter, word or sentence(s), explain that:



you would like them to try and do the writing on their own but you will help them afterwards
if they want to write part of a word, they should write any letter(s) they know or can hear. It
might be the first letter (or sound) of the word, the last letter (or sound) of the word or the
middle letter (or sound) of the word
if they cannot hear any of the sounds in a word, they could put lines (e.g. c - t), so that you
can see where the letter is meant to be.
When they have finished, ask them if they can read what they have written. Make a record of what
they say.
Help the children who would like to be helped and then rate what they have done on their own
against the following criteria:
53
Handwriting
Yes

Did the child hold the pencil comfortably?

Which letters appeared to be well written?

[
a
b
c
d
e
f
g
h
I
j
k
l
m
n
o
p
q
r
s
t
u
v
w
x
y
z
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
]
Sometimes
[
]
[
No
]
]
Sometimes
[
]
[
]
[
[
]
Sometimes
[
]
[
]
Which letters can be improved?
a
b
c
d
e
f
g
h
i
j
k
l
m
n
o
p
q
r
s
t
u
v
w
x
y
z
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
NB. Further information about letter formation should be added to the
above on completion of the Early Writing Vocabulary and Sounds in
Writing assessments.
 Where the children wrote more than a single letter did they:
Yes


write from left to right
leave spaces between words?
[
[
If the child wrote more than a single line, did they complete a
satisfactory return sweep?
Yes
[
54
No
]
]
No
]
Language level

Highest level of language:
letters (letters only)
word (any single recognisable word)
phrase (any combination of two or more words)
sentence (any simple sentence)
story (any combination of two or more sentences)
paragraphed story (two or more paragraphs with distinct
themes).
[
[
[
[
[
]
]
]
]
]
[
]
[
[
[
[
]
]
]
]
Punctuation

If the child wrote more than a word, indicate whether they used
any of the following:
capital letter
full stop
comma
speech marks.
Reading-back

Did the child appear to understand that the writing was
conveying a message?
Yes
No
[
]
[
]

Were they able to remember their story?
[
]
[
]

Were they able to read their story back?
[
]
[
]

Were there any words that the child couldn’t read back?
[
]
[
]
If yes and the number of words not read back was small, make a note
of them below.
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55
Spelling

Indicate the number of words used in the text (W).
[
]

Indicate the number that were spelt correctly (C).
[
]

Calculate (C/W) x 100.
[
]
If the child wrote less than 10 words correctly, write them below.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Where the child spelt words incorrectly, did they attempt to
use:
Yes
initial letter sounds
final letter sounds
medial sounds?
[
[
[
56
]
]
]
Sometimes
[
]
[
]
[
]
No
[
[
[
]
]
]
Written Language: Record Sheet
Name ......................................................................................................
57
Date ......./......./.......
58
Early Writing Vocabulary
Aims
To determine:




whether children have a basic writing vocabulary
whether children can form letters correctly
whether children can segment spoken words into sounds, and record them as printed words
which parts of words children can write in this way (beginning, end, middle).
Materials


pencil
Early Writing Vocabulary: Record Sheet
Instructions
Give children the pencil and the record sheet and say:
“Can you write your name?”
If the child answers ‘no’, say:
“See if you can write some of it. Write what you think it looks like.”
If the child answers ‘yes’, say:
“Good. Write your name in this box.”
Pointing to the box on the record sheet, say:
“Can you write anybody else’s name?”
“Do you know how to write any other words?"
If the child exhausts their own list of words you might say:
“Let’s see if we can find some other words you might be able to write.”
Try the following words if they haven't been covered. N.B. This is not a spelling test. Do not put the child
in a position of repeated failure.
I
and
the
is
to
was
go
mum
at
it
am
said
cat
dad
here
me
can
a
see
on
we
went
up
look
in
my
dog
As children are working observe how they form their letters, add this information to that gathered in
the Written Language assessment.
59
60
Early Writing Vocabulary: Record Sheet
Name .......................................................................................................
61
Date ......./......./.......
62
Sounds in Writing
Aims
To determine:



whether children can form letters correctly
whether children can segment spoken words into sounds, and record them as printed
words
which parts of words children can write in this way (beginning, end, middle).
Materials


pen or pencil
Sounds in Writing: Record Sheet
Instructions
This assessment takes the form of a dictation exercise. Say:
“I am going to read you a story. When I have read it, I will read it again slowly so that you can
write it down.”
Read one of the following lines at normal speed:
Mum has gone up to the shop. She will get milk and bread.
The boy is riding his bike. He can go very fast on it.
A fox cub jumped over the fence. It ran along the path.
Say:
“Some of the words are hard. Say them slowly and think how you would write them.”
Dictate slowly, word by word if necessary. When children come to a problem word say:
“How would you start to write it?” “Say it slowly.” “What can you hear?”
“What else can you hear?” “Say it slowly.” “What can you hear?”
"What would you put at the end of the word?" "Say it slowly." "What can you hear?"
If the child cannot complete a word say:
“Put a dash for the rest of the word. The next word is ....”
As children are working observe how they form their letters, add this information to that gathered in
the Written Language assessment.
After children have completed the task allow them time, then prompt them, to re-read what they have
written. Write the original text below their version, and code any words they had difficulty in writing or in
re-reading.
63
Children at the earliest stages of writing might be invited to tell you something of interest to them.
Alternatively you could read and discuss a short story with them. After the child has drawn a picture about
the topic, suggest that you agree on one or two sentences that could be written about the picture. Try to
include some words the child knows and some with simple phonic patterns.
Write down the sentences for your own record. Read to the children at normal speed, then dictate the
story slowly word by word. Where children can write very little you might write most of the words and
encourage them to attempt one or two words or parts of words.
Rate children’s performance against the following criteria:

Were they able to:
Yes
hear that sentences can be broken into word units
articulate words slowly
break-up words into:
initial sounds
final sounds
medial sounds
a sequence of
2
}
3
} sounds
4
}
write:
the initial letter sound of new or ‘difficult’ words
the final letter sound of new or ‘difficult’ words
the middle (vowel) sound of new or ‘difficult’ words?

Sometimes
[
]
[
]
[
[
]
]
[
[
[
[
[
[
]
]
]
]
]
]
[
[
[
[
[
[
[
[
[
]
]
]
[
[
[
No
[
[
]
]
]
]
]
]
]
]
[
[
[
[
[
[
]
]
]
]
]
]
]
]
]
[
[
[
]
]
]
Also note if children:
Yes
made any changes of letter order
made any word reversals e.g. was/saw
omitted sounds in more than two words
added any additional ‘sounds’ to words
spaced the words on the page in an unusual way
carefully re-read what they had written?
64
[
[
[
[
[
[
]
]
]
]
]
]
Sometimes
[
]
[
]
[
]
[
]
[
]
[
]
No
[
[
[
[
[
[
]
]
]
]
]
]
Sounds in Writing: Record Sheet
Name .......................................................................................................
65
Date ......./......./.......
66
Sound Linkage: Test of Phonological Awareness (Peter Hatcher)
Aim
This test may be used to measure the extent to which children, at an early stage of reading development,
can manipulate sounds within words. Depending on the child’s performance the teacher may judge it
unnecessary to undertake some of the earlier phonological exercises on words and syllables. Following an
interval of at least 3 (preferably 6) months, the test may be re-administered in order to provide a measure
of progress in acquiring phonological processing skills.
Materials

five coins or counters
Instructions
Items should only be presented once. However, if children ask for an item to be repeated do so, just once.
Then explain that they must listen very carefully as you will only say the rest of the words/sounds once.
Score items as correct if the correct response is given within about 10 seconds.
To prevent children failing unnecessarily, the test should be discontinued when children have failed eight
consecutive items.
Syllable blending
Say:
“I am going to pretend to be a robot who can only say words in a funny way. I want you to try
and guess what I am saying.”
Pronounce the word ‘biscuit’ leaving a 1-second gap between each syllable:
Bis – cuit
Help the children if they cannot do it. Present the next exemplar in the same way:
Di – no – saur
Say:
“What do you think the robot is trying to say now? Listen carefully.”
Correct response
Yes
No
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
Win – dow
Croc – o – dile
Phot – o – graph
Tel – e – scope
Ad – ven – ture
Mer – ry – go – round
Total
67
[
]/6
]
]
]
]
]
]
Phoneme blending
When pronouncing phonemes, leave a 1-second gap between each. Consonants such as ‘m’ should be
pronounced ‘mmmmm’ not ‘mer’. The pronunciation of consonants such as ‘c’ needs to be short or they
become syllables (e.g. kuh and tuh), rather than phonemes. Say:
“The robot is now going to say some short sounds. You see if you can make them into
words.”
m–u–m
Help children if they cannot do it.
Present the next exemplar in the same way:
d–o–g
Say:
“What do you think the robot is trying to say now?”
Correct response
Yes
No
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
E – gg
R – ai – n
S – ou – p
D–i–s–c
S–t–e–p
S–o–f–t
Total
[
]
]
]
]
]
]
]/6
Rhyme
Say:
“Have you heard of Hickory, dickory dock? Hickory, dickory dock, the mouse ran up the …?
Dock and clock are different words, but they sound a bit the same. Listen. Dock, clock.”
“Do you know Jack and Jill? Jack and Jill went up the …? Jill and hill are different words, but
they sound a bit the same don’t they? Jill, hill. Can you think of another word that sounds a
bit like Jill?”
“Does ‘fill’ sound a bit like ‘hill’? What about ‘pill’? Does ‘pill’ sound a bit like ‘hill’?”
“What about ‘did’? Does ‘did’ sound like ‘hill’ and ‘pill’?”
Give the children feedback after their answers, but do not tell them to listen to rhyming sounds or to the
last sound.
Say:
“I am going to say three words and I want you to tell me the one that sounds the most
different.”
68
Pronounce the following with equal emphasis, at 1-second intervals:
“Hat, Fat, Man”
If the child got it wrong, say:
“No. ‘Man’ was the one that sounds most different. Listen again:”
“Hat, Fat, Man”
“Now try these:”
“Peg, Hen, Beg”
If the child got it wrong, say:
“No. ‘Hen’ was the one that sounds most different. Listen again:”
“Peg, Hen, Beg”
Present the following sets of words and before each say:
“Tell me the word that sounds most different:”
Dog
Late
Bad
Bun
Hill
Net
Pot
Mate
Cap
Hug
Pill
Ten
Correct response
Yes
No
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
Log
Fat
Mad
Mug
Dim
Pen
Total
[
]
]
]
]
]
]
]/6
Phoneme segmentation
Say:
“Now it’s your turn to talk in robot language. How do you think the robot would say ‘ouch’?”
Help children if necessary by using two coins. Push a coin forward simultaneously with the pronunciation
of each sound. If children are helped by the use of the coins, let them use them for the second example
and for the six test items.
“How do you think the robot would say ‘toe’?”
Help children if necessary.
69
Say:
“Right. You see if you can say these words just like the robot would.”
Pet
Tick
Cost
Slate
Crest
Jumps
Correct response
Yes
No
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
(3)
(3)
(4)
(4)
(5)
(5)
Total
[
]
]
]
]
]
]
]/6
Phoneme deletion
Say:
“This time we are going to say a word like ‘cup’. Then we will say it again, but without one of
its sounds. What would the word ‘cup’ become without the ‘c’ sound? What word would you
hear?”
If necessary, help children by first pronouncing ‘cup’ and then segmenting it into its onset ‘c’ and rime ‘up’.
The segmentation part of the process might be done a number of times with increasingly longer gaps
between the onset and rime.
Cup, C – up, C – – up, C – – – up
Say:
“If we take away the ‘c’ sound from cup, it leaves the word ‘up’. What word would be left if we
took away the ‘m’ sound from arm?”
If necessary, help children as above.
Say:
“Now. You see if you can do these. What word is left if we take away the:”
‘g’ sound from Gone
‘k’ sound from Fork
‘s’ sound from Stop
‘t’ sound from Hurt
‘s’ sound from Past
‘w’ sound from Swift
Correct response
Yes
No
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
(on)
(for)
(top)
(her)
(part or pat)
(sift)
Total
70
[
]/6
]
]
]
]
]
]
Phoneme transposition
Say:
“In this section we are going to say a word like ‘Pat’. ‘Pat’ has three sounds ‘P’ ‘a’ ‘t’. You say
them. If we say the sounds for ’Pat’ backwards, ‘t’ ‘a’ ‘p’, we get another word. What word is
that?”
If necessary help by saying:
“Say the sounds for ‘Pat’ like the robot would. Now say them backwards. What word does
that make? Let’s try another one. What word would we get if we said the sounds for ’nip’
backwards?”
Help if necessary.
Say:
“Right. Let’s try these. What word would we get if we said the sounds for these words
backwards?”
Net
Pack
Kiss
Late
Cheap
Nice
Correct response
Yes
No
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
(ten)
(cap)
(sick)
(tail)
(peach)
(sign)
Total
[
]
]
]
]
]
]
]/6
Spoonerisms
Say:
“In this last section we are going to say two words and listen for their beginning sounds. We
will then change the beginning sounds round and say two new words. For example, ‘Ted
Bime’ (pause) would become ‘bed time’. Listen to the steps, ‘Ted Bime’, ‘t’ ‘b’, ‘b’ ‘t’, ‘Bed
time’.”
“You try this one. ‘Large boat’.”
If necessary help by saying:
“The new words do not make sense but that does not matter. Say the beginning sounds for
’large boat’. Now change them round (pause) and say the new words.”
Help if necessary.
71
Say:
“Right. Let’s try these. What words would we get if we changed the beginning sounds
round?”
Kate Leigh
Marsha Potter
Red Jug
Gold Coat
Jimmy Yarker
General Mutters
Correct response
Yes
No
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
[
]
[
(Late Keigh)
(Parsha Motter)
(Jed Rug)
(Cold Goat)
(Yimmy Jarker)
(Meneral Jutters)
72
Total
[
]/6
Overall total
[
]/42
]
]
]
]
]
]
Sound Linkage: from Assessment to Teaching
There are no hard and fast rules about where you should start in the Sound Linkage programme. Cumbria
Reading Intervention and the Sound Linkage element of it are individual programmes that should be used
to meet the needs of your pupil.
There is not an exact match between the assessment and teaching sections of the Sound Linkage
programme. This table provides a guide to the relationship between the two:
Test of phonological awareness
Teaching section
1. Identification of words as units within sentences
1. Syllable blending
2. Identification and manipulation of syllables
2. Phoneme blending
3. Phoneme blending
3. Rhyme
4. Identification and supply of rhyming words
5. Identification and discrimination of phonemes
4. Phoneme segmentation
6. Phoneme segmentation
5. Phoneme deletion
7. Phoneme deletion
8. Phoneme substitution
6. Phoneme transposition
9. Phoneme transposition (includes spoonerisms)
7. Spoonerisms
As a general rule work with your pupil should start at the teaching section before the section at which the
child begins to “fail” during assessment. (Throughout Cumbria Reading Intervention we generally start
from what the pupil knows to promote confidence, self esteem and fluency.)
There are no “rules” about what “fail” means. It may mean that your pupil:


makes two or more mistakes during a section of the Sound Linkage assessment
or
makes one or even no mistakes but is hesitant and clearly lacks confidence etc.
To help you to decide where to start in the Sound Linkage programme you may also need to use:


your knowledge of the pupil (from other parts of the assessment)
your knowledge of the programme (the section at which the pupil begins to “fail” may influence
your decision about where to start teaching).
73
74
Burt (Rearranged) Word Reading Test
Aim
To determine child’s level of word-reading ability.
Materials


Burt (Rearranged) Word Reading Test sheet
Burt (Rearranged) Word Reading Test: Record Sheet
Instructions
Sit alongside the child.
1a. For a child who is at the beginning of the learning to read process, say:
“Here is a card with lots of words. Let’s see if you know some of them.”
The early reader might be helped by you using a blank card to cover the lines below the one he/she is
reading.
Encourage the child to start at the first word ‘to’ and to continue across the page and then along each
successive line of the sheet.
1b. For a child whose reading is reasonably advanced, say:
“Here is a card with lots of words. Let’s see how many you can read. Read them aloud to
me.”
Encourage the child to start at the first word ‘to’ and to continue across the page and then along each
successive line of the sheet.
2. Apart form general encouragement for working hard, no help should be given to the child.
3. If the child is clearly having difficulty (e.g. labouring over each word on a line and getting most of them
wrong) ask them to look at the next line and to pick out any words that he/she knows.
4. Discontinue the test after the child has made ten consecutive errors.
5. Add the number of words read correctly.
75
76
to
for
is
an
he
of
at
his
up
or
sun
that
went
girl
just
day
big
pot
my
one
boys
wet
no
things
water
sad
some
carry
told
now
nurse
shelves
quickly
return
love
terror
scramble
known
village
journey
beware
tongue
twisted
steadiness
luncheon
projecting
explorer
serious
obtain
commenced
scarcely
belief
domineer
trudging
labourers
exhausted
fringe
formulate
nourishment
overwhelmed
universal
motionless
circumstances
events
urge
reputation
destiny
perambulating
glycerine
melodrama
apprehend
perpetual
ultimate
theory
humanity
excessively
contemptuous
emergency
atmosphere
philosopher
autobiography
champagne
economy
melancholy
binocular
physician
fatigue
efficiency
exorbitant
influential
atrocious
encyclopaedia
terminology
mercenary
constitutionally unique
renown
contagion
refrigerator
palpable
hypocritical
subtlety
fallacious
alienate
microscopical
poignancy
eccentricity
phthisis
phlegmatic
ingratiating
BURT (REARRANGED) WORD READING TEST
77
78
Burt (Rearranged) Word Reading Test: Record Sheet
Name .......................................................................................................
Date ......./......./.......
to
for
is
an
he
of
at
his
up
or
sun
that
went
girl
just
day
big
pot
my
one
boys
wet
no
things
water
sad
some
carry
told
now
nurse
shelves
quickly
return
love
terror
scramble
known
village
journey
beware
tongue
twisted
steadiness
luncheon
projecting
explorer
serious
obtain
commenced
scarcely
belief
domineer
trudging
labourers
exhausted
fringe
formulate
nourishment
overwhelmed
universal
motionless
circumstances urge
events
reputation
destiny
perambulating
glycerine
melodrama
apprehend
perpetual
ultimate
theory
humanity
excessively
contemptuous
emergency
atmosphere
philosopher
binocular
physician
fatigue
efficiency
exorbitant
influential
atrocious
terminology
mercenary
encyclopaedia constitutionally unique
renown
contagion
refrigerator
palpable
hypocritical
subtlety
microscopical
poignancy
eccentricity
phthisis
autobiography economy
champagne
melancholy
fallacious
alienate
phlegmatic
ingratiating
Number of words read correctly
[
79
]
80
Schonell Graded Word Spelling Test
Aim
To determine children’s level of spelling ability.
Materials


Schonell Graded Word Spelling Test: List B
Schonell Graded Word Spelling Test: Record Sheet
Instructions
Sit alongside the child.
1. Say:
“I would like you to write some words for me. Here is the first one.”
“’See’. I can ‘see’ you. Write ‘see’.”
Continue with ‘cut’, ‘mat’, and ‘in’ etc., following the same format. Present the word alone, in a
sentence, and then by itself again.
2. Where children are able, encourage them to write five words on each line. This isn’t
necessary, but it makes scoring easier.
3. If the child has difficulty with a word, suggest that they write what they can and put a dash
(short line) for any part of the word that they do not know.
4. Discontinue the test after the child has made eight consecutive errors.
5. Add the number of words spelled correctly.
81
82
Schonell Graded Word Spelling Test: List B
see
bag
cut
ten
mat
hat
in
dad
ran
bed
leg
good
dot
till
pen
be
yet
with
hay
from
time
boat
call
mind
help
sooner
week
year
pie
dream
sight
mistake
mouth
pair
large
while
might
skate
brought
stayed
yolk
iron
island
health
nerve
direct
join
calm
fare
headache
final
style
circus
bargain
increase
copies
slippery
guest
lodge
policy
view
account
library
earliest
cushion
institution
safety
similar
patient
generous
orchestra
appreciate
equally
familiar
individual
source
merely
immediate
enthusiastic
breathe
permanent
materially
sufficient
cemetery
broach
leisure
customary
accredited
especially
fraternally
subterranean
mortgage
apparatus
equipped
portmanteau
exaggerate
politician
amateur
miscellaneous
committee
83
84
Schonell Graded Word Spelling Test: Record Sheet
Name ......................................................................................................
Number of words spelt correctly
[
85
Date ......./......./.......
]
86
Summary Sheets,
Post-Intervention Report and Recommendations
87
88
Cumbria Reading Intervention:
Summary Test Record Sheets
Name ...................................................................... Period of assessment ....../......./....... to ......./......./.......
Concepts about print
Indicate whether or not children were credited with complete success.
Complete success
Yes
No
Orientation of book, and concept of print carrying the message
[
]
[
]
Directional rules
[
]
[
]
One-to-one matching of spoken and written words
[
]
[
]
Use of meaning to predict words
[
]
[
]
Concepts of first, and last part, and top, and bottom of the page
[
]
[
]
Punctuation marks
[
]
[
]
Letter and word awareness
[
]
[
]
Running record
Hatcher Level
Text Titles
% Accuracy
SC%
a) Easy
………………..
………………………………………………
…………….
……….
b) Instr.
……………...…
.................................................................
……………..
……….
c) Hard
........................
.................................................................
……………..
……….
High-frequency words
Number of words read correctly
[
89
]
Letter identification
Total number of letters identified by name and sound
Name
Upper Case
Lower Case
Totals
[
Sound
]/52
[
]/52
Totals
[
]/52
[
]/52
[
]/104
Letters confused
Preferred mode of identification
Written language
Language level
Indicate the level of language used.
Punctuation
Indicate the number of punctuation conventions used.
[
]/4
[
]
Reading-back
Could the child read their story back without error?
Spelling
Indicate the child’s level of spelling accuracy?
(C/W) x 100 = .......%
Early writing vocabulary
How many words was the child able to write correctly?
90
[
]
Sounds in writing
Was the child able to record:
Yes
initial letters
final letters
medial letters
a sequence of two sounds
a sequence of three sounds?
[
[
[
[
[
]
]
]
]
]
Did the child omit, insert, or record changes to the order of any
sounds in words?
[
]
Sometimes
[
]
[
]
[
]
[
]
[
]
[
]
No
[
[
[
[
[
]
]
]
]
]
[
]
Handwriting
(please refer to information from all 3 writing tests – Written Language, Early Writing Vocabulary and
Sounds in Writing)
Did the child consistently write from left to right?
[
]
Were there any letters that the child did not appear to be able to write?
[
]
[
]
Syllable blending
[
]/6
Phoneme blending
[
]/6
Rhyme
[
]/6
Phoneme segmentation
[
]/6
Phoneme deletion
[
]/6
Phoneme transposition
[
]/6
Spoonerisms
[
]/6
[
]/42
What were they?
Were there any letters that the child formed incorrectly?
What were they?
Phonological awareness (see Sound Linkage programme)
Indicate the number of correct responses within each section.
Total
91
Burt word reading test
Number of words read accurately
[
]
[
]
Schonell spelling test
Number of words spelled accurately
92
Cumbria Reading Intervention:
Pre- and Post-Intervention Test Summary
(to be completed after the first assessment (t1) and again after the second assessment (t2))
Leave no blank spaces and double-check for accuracy prior to sending to your tutor
Name ........................…………………………………...
Teacher/Teaching Assistant (please delete)
No. of (t1+t2) 35-min. asses. sessions [
No. of support sessions
[
Name of child ..............................................................
School ....................................…………………..…
Pre-intervention (t1)
]/8
]/40
Post-intervention (t2)
Date
…..../…..../…....
D.O.B.
…..../…..../…....
Age
….... yrs ..….. mths
(t1)
1. Hatcher text level for instructional reading
Date
…..../…..../…....
Age
….... yrs ..….. mths
(t2)
Final Running Record book in CRI programme
level at which book read: easy/instructional/hard
(please circle)
Hatcher Level
Title
2. S.C. % [SC/(E +SC)] x 100
%
[..….. / (…....+…....)] x 100 =
%
[……. / (…….+……..)] x 100 =
3. High Frequency Words total
4. Raw score on Burt reading test
5. Raw score on Schonell spelling test
6. Writing
Language Level
7. Letter Identification (t1)
Total
Number
Identified
Upper Case
Lower Case
Totals
Name
[
Letter Identification (t2)
Sound
]/52 [
Totals
[
[
]/52 [
Total
Number
Identified
Upper Case
Lower Case
Totals
]/52
]/52
]/104
93
Name
[
Sound
]/52 [
Totals
[
[
]/52 [
]/52
]/52
]/104
8. Phonological awareness
(t1)
(t2)
Syllable blending
[
]/6
[
]/6
Phoneme blending
[
]/6
[
]/6
Rhyme
[
]/6
[
]/6
Phoneme segmentation
[
]/6
[
]/6
Phoneme deletion
[
]/6
[
]/6
Phoneme transposition
[
]/6
[
]/6
Spoonerisms
[
]/6
[
]/6
Totals
[
]/42
[
]/42
9. Attitude and attention
Rate the child, at t1 and t2, on each of the given attributes according to the scale:
1 (very poor), 2 (poor), 3 (average), 4 (good), 5 (very good). Add any additional attributes, in column 1,
that you consider to have been affected by the period of reading intervention and rate the child on them at t1
and t2.
t1



1 2 3 4 5
Attribute
Eagerness to attend sessions
Ability to concentrate for 35-minutes
Ability to listen attentively to direction
Confidence with books
Confidence with writing
General confidence/self-esteem
94
t2



1 2 3 4 5
Cumbria Reading Intervention:
Post-Intervention Report



The purpose of this report is to inform those who will be working with the child of the skills and
strategies which the child now has and suggest ways in which these might be
consolidated/developed.
Recommendations will be most useful where they are tailored to the situation in which the child is
likely to be working.
Use the last page of this report to suggest targets and strategies that may be used in the child’s next
IEP.
Name of child ..............................................................
School ....................................…………………..…
D.O.B. …..../…..../…....
Age ….... yrs ..….. mths
Period of intervention ....../......./....... to ......./......./.......
1. Strategies Relating to Text
a) Concepts about print
Useful Skills/Knowledge
Difficulties Remaining
Recommendations
95
b) Reading text
Useful Skills/Knowledge
Difficulties Remaining
Recommendations
c) Writing Text
Useful Skills/Knowledge
Difficulties Remaining
Recommendations
96
2. Strategies Relating to Words
a) Reading words
Useful Skills/Knowledge
Difficulties Remaining
Recommendations
b) Writing words
Useful Skills/Knowledge
Difficulties Remaining
Recommendations
97
3. Strategies Relating to Letters and Sounds
a) Recognising, writing and using letters
Useful Skills/Knowledge
Difficulties Remaining
Recommendations
b) Discriminating, manipulating and using sounds
Useful Skills/Knowledge
Difficulties Remaining
Recommendations
98
Additional comments
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
99
100
Cumbria Reading Intervention:
Post-Intervention Report
Suggested targets for next IEP (Please discuss these with the child’s teacher and/or SENCO
as necessary)
Name of child ..............................................................
School ....................................…………………..…
D.O.B. …..../…..../…....
Age ….... yrs ..….. mths
Target
Suggested strategies
101
102
Cumbria Reading Intervention:
Final Record Sheet
One copy only to be completed and returned to tutors before _____________________________ .
1. On the assumption that you will meet the criteria for a Cumbria Reading Intervention certificate, would
you please print the names that you would like to appear on your certificate.
Forename(s) ________________________________________________________________________
Surname ___________________________________________________________________________
2. One of the requirements of the certificate is that, for each child, you will have completed each aspect of
the pre- and post-intervention test summary (the t1/t2 sheets) and written a short report outlining the
post-intervention teaching recommendations (you may find it useful to use the Post-Intervention Report
pages)
Would you please attach those documents to this sheet and tick boxes below.
Child A.
Pre- and post-intervention summary (the t1 / t2 pages) attached
[
Post-intervention report (including suggested targets for the next IEP) attached [
]
]
Child B.
Pre- and post-intervention summary (the t1 / t2 pages) attached
[
Post-intervention report (including suggested targets for the next IEP) attached [
]
]
3. Name of tutor ________________________________________________________________________
103