The Basic Phonics Skills Tests with Pseudo Words
(BPST-P)
Description
The Basic Phonics Skills Test is an informal assessment developed by John Shefelbine to
measure (a) high-utility, spelling-sound relationships for reading single-syllable words and (b)
syllabic and morphemic strategies for reading polysyllabic words. It is best used in conjunction
with other kinds of assessments including graded passages, graded word lists, and measures
of phoneme awareness (especially blending and segmentation).
This version of the BPST, the BPST-P, uses pseudo words (nonsense words; words that are
not real) to assess students’ knowledge of vowel spelling patterns that occur in single-syllable
words and of certain “syllable types” in polysyllabic words. The BPST-P is designed for older
students in grades 4 and above who may lack phonics skills but still score relatively well on
the BPST-III because they know many of the words at sight and therefore do not need to use
phonics to figure them out. We do not recommend teachers use the BPST-P with primary
students unless nonsense word reading is a regular activity. Younger students consistently try
to make words real (a good strategy) and often have a difficult time understanding the concept
of “nonsense.”
The BPST-P assesses pseudo words representing the following kinds of patterns:
a. short vowels with consonants (CVC)
b. short vowels with consonant digraphs (sh, ch, th, wh, ng)
c. short vowels with consonant blends (st, sn, fl)
d. short and long vowels with inflectional endings (ed, ing)
e. final e (fine)
f. long vowel digraphs (lvd) (team)
g. r-controlled (r-c) (hurt)
h. other vowel digraphs and diphthongs (ovd) (boil)
It also evaluates students’ ability to read real polysyllabic words with 3 to 5 syllables.
The BPST-P is most informative when students are reading below a fourth grade level on a
graded word list such as the San Diego or on graded passages. At fourth grade reading levels
and above, students typically have mastered basic decoding skills.
When to Give
We recommend that the BPST-P be given to intermediate students in grades four through
eight with accuracy scores in benchmark passages below 90% and graded list scores below
4th grade. Giving the assessment to primary students is not recommended IF they have not
had much experience reading nonsense words during regular instruction.
Materials
You will need to prepare two sets of materials: (a) multiple copies of the recording sheet on
which you will write the students’ responses and (b) a copy of the student sheet from which the
student reads the words.
Administration
When giving the test, it is important that you place the recording sheet on a clipboard and hold
it at an angle so students do not have to watch you write down their answers. Consider using a
blank card to help students look at just one row at a time and to keep them from getting
discouraged by the words that follow. Record answers as directed on the recording sheet.
As students respond, give them neutral feedback by complimenting them on their effort
rather than giving hints as to whether they were right or wrong. At no time should you give
the students the answer since this entails teaching the test and limits its future
usefulness.
Introduce the assessment. SAY: I am going to have you read some words. I cannot give you
any help because I need to see what you can do by yourself. This will help me decide what I
need to teach you. Don’t worry if you cannot read some of the words.
Pseudo word reading (a - h). Point to the practice words (lus, nib). SAY: These words are not
real words. They are called nonsense words. But you can still read them. Try reading these
two words. Assist the students if they have difficulty with the first word by modeling how the
word can be sounded out. Provide assistance with the second word if and as necessary. SAY:
Now here are some more nonsense words for you to read. This time I cannot help you
because I want to see what you can do by yourself. Write the student’s errors above the words
that were incorrectly read.
Real word reading (i). SAY: Now I want you to read some real words. Some of them are quite
long. Don’t worry if you are not sure of how to read the words. Just do the best you can. As
before, write the student’s errors above the words that were incorrectly read.
Interpretation and Instructional Implications
1.
Row totals below 80% correct suggest a possible problem (less that 9/10 for (a), 4/5 for
(b) – (h), and 16/20 for (i)). Highlight each category with scores below 80%.
2.
Be cautious in interpreting students’ poor performance, especially on the pseudo word
portion of the assessment. Some students who are proficient decoders and spellers may
still have a difficult time reading pseudo words.
3.
Make an overall comparison of single-syllable versus polysyllabic word recognition
proficiency. For single-syllable words, it is helpful to combine similar patterns:
short vowel = (a+b+c), long vowel = (e+f). Instructional priorities do not necessarily follow
the sequence of patterns listed on the BPST-P. Many older students may need to start
with polysyllabic strategy instruction since those skills are so critical in the upper grades.
In such instances, single-syllable patterns that need attention are taught “on the side”
during polysyllabic strategy instruction.
4.
Examine polysyllabic errors to see if any are “legitimate” pronunciations, such as moment for “moment.” In order to be legitimate, all letters in the two versions have to match or
line up. Students may mispronounce polysyllabic words because they have never heard
of them before. Students with many legitimate polysyllabic words reading errors need
vocabulary development rather than more decoding instruction.
BPST – P: Basic Phonic Skills Test with Pseudo words
Recording Sheet
John Shefelbine & Katherine Newman
For students in grades 4-12 reading below a 4th grade reading level. The authors thank the Developmental
Studies Center, Oakland, CA, for its contribution of the pseudowords in this assessment.
Name _________________________ Date _______ Grade ____ School __________________ Evaluator _________
Reading pseudowords (nonsense words) with the following patterns:
a. CVC
b. short vowel with consonant digraph (cd),
c. short vowels with consonant blends (cb),
d. short and long vowels with inflectional endings (inflec),
e. vowel with e at the end (Final e),
f. long vowel diagraphs (lvd),
g. r-controlled (r-c), and
h. other vowel digraphs (ovd)
Directions: Begin with, “These are not real words.” Give practice items (lus, nib). Check  correct answers.
Record errors by writing actual response above words being read. Use NR for no response. NOTE: Words in
parentheses help the teacher with pronunciation of pseudowords and are NOT read to students.
a)
b)
c)
d)
e)
f)
g)
h)
i)
hod
(rod)
pix
(fix)
lern
(stern)
sab
(tab)
vom
(Tom)
ruzz
(fuzz)
taff
(staff)
nug
(tug)
kip
(rib)
jeck
(neck)
___/10 cvc
whid
(hid)
cosh
(slosh)
jang
(hang)
chim
(Tim)
leth
(Beth)
___/5 cd
cless
(mess)
skub
(rub)
spog
(frog)
wist
(fist)
naft
(raft)
___/5 cb
moded
(loaded)
juffing
(stuffing)
fepped
(stepped)
tasses
(passes)
lizing
(rising)
___/5 inflec
pife
(knife)
tope
(hope)
vade
(made)
sule
(rule)
keme
(theme)
___/5 final e
soaf
(loaf)
smigh
(high)
zain
(rain)
reen
(teen)
snay
(clay)
___/5 lvd
clur
(fur)
gork
(fork)
dirm
(firm)
plar
(star)
fler
(her)
___/5 r-c
foin
(coin)
noot
(boot or foot)
toud
(cloud)
gawl
(haul)
smoy
(toy)
___/5 ovd
Reading real polysyllabic words. Begin with, “These are real words.”
___/20 syl
property
unflavored
recognize
conclusion
poisonous
disagreement
conversation
frequently
elevator
dependable
successfully
destructive
advertisement
regularly
refrigerate
identification
intelligent
organization
convertible
representative