Phonics Survey
(Parts E-L)
Overview
• Assesses decoding ability of one syllable and
multisyllabic words.
• Psuedowords are used in addition to real
words since they cannot be memorized and
decoding skills must be used to pronounce
them correctly.
• Individually administered, takes 10-15 minutes
Rationale
Rational
•
•
Assesses knowledge & use of
letter and sound patterns
Identifies phonic elements in
which systematic, explicit
instruction is needed
Preparing
What you will need…
• Copies of Record Form
• Student Material (placing in a sheet
protector allows for repeated use
and saves copies)
• Blank paper for covering unread
sections (reduces visual stimulation)
• Pencil and clipboard for examiner
Administering
Administering
(Parts E-L)
• Follow instructions on Record Form.
• Have student read from Student Material.
• Use paper to cover rows or columns on Student Material
that are not being tested.
• It is important to be familiar with pronunciation
options for multisyllabic pseudowords.
*The words with asterisks have multiple pronunciations
Administering
(Parts E-K)
•
If student cannot read two or
more real words in each line of
real words, do NOT administer the
line of pseudowords in that part.
•
If student is tiring or making
lots of errors, continue testing at
another time.
Administering
(Part L)
• If student can read at least 5 of
the words in first column,
administer second column.
• If student can read at least 5 of
the words in second column,
administer third column
(pseudowords).
Scoring
Scoring
• Total the Number Correct in Parts E-L.
• Transfer the results to first page of
Record Form.
Interpreting Scores
Scoring Interpretation
• By middle and high school, students are
expected to have mastered ALL phonic skills.
• Following administration, it is best to look at
the difference between real and nonsense
words using the additional matrix, this helps
identify patterns.
An Additional Diagnostic Look
• Using the scoring matrix, patterns of instructional
need begin to emerge.
• The syllable types are listed across the top.
• The words are listed down the left column, and each
of the syllables is aligned with its corresponding
syllable type above. Misread syllables are circled.
Example,
depend contains two syllables:
de, an open syllable
pend, a closed syllable
Practicing
Your Turn…
1. Please download the practice attachments
called JBMultisyllabic.pdf and JBMatrix.pdf
2. Determine the performance level for JB
using the Scoring chart.
Sections E-K contain 15 items.
Section L contains 24 items, we will be
practicing with section L.
Do you agree…
• JB read 18 out of 24 words correctly in
part L.
• This puts JB in the Strategic
performance level for phonics.
• Using the Matrix, complete the
additional items and determine if any
patterns emerge that would benefit
from direct and explicit instruction.
Did you notice…
After completing and reviewing the
multisyllabic matrix with JB’s data, did
you notice a pattern emerge with
consonant-le syllables (stable, dimple,
morkle) and suffixes (competes, railways,
radishes)?
Next Steps
Next Steps…
• Students who score at strategic or intensive
levels on the survey will require targeted and
intensive instruction on the aread indicated.
• Additional assessment of phonemic
awareness with the CORE Phoneme
Segmentation Test and the CORE Phoneme
Deletion Test can be administered to
determine if this is an underlying factor.