Pre-Literacy and
Early Literacy Screens
Profiling the precursors of
early reading and spelling
The Pre-Literacy Screen investigates
student’s development in
phonological awareness and
alphabetic knowledge; core
skills which predict early literacy
A Learning Resource for
Key Area: Spelling and Decoding
achievement.
The Early Literacy Screen tracks
early reading and spelling
development and is also designed
to identify the basis of difficulties in
these areas.
Designed by Speech Pathologists.
Clear administration instructions
within the manual.
COPYRIGHT INFORMATION
2015 PLD Organisation Pty. Ltd. (Publisher) - www.pld-literacy.org
Written by Diana Rigg
Illustrated by Deborah Walter
First Edition 2015 - Pre-Literacy and Early Literacy Screens. Profiling the precursors of early reading and spelling.
ISBN 978-1-925057-08-9
This resource is copyright under the Copyright Act, 1968 (Cth). All rights reserved.
Copyright Guidelines: The purchasing Educational Institution is granted permission to copy or communicate only a reasonable proportion – being no more than 10% or one chapter, at any given time, for educational purposes only.
Artistic Works include illustrations, photographs, drawings, pictures and design components on flash cards, charts and
posters and within teaching manuals. They should not be adapted or removed are recognised by the Copyright Act 1968.
Digital reproduction of this publication/resource or any proportion of it is strictly prohibited without written consent from
PLD Organisation Pty. Ltd..
This blackline master is published and sold with a limited copyright. It may only be reproduced by the original purchaser for use
with their classes(es). The publisher (PLD Organisation Pty. Ltd.) prohibits the loaning or onselling of this master for the purposes
of reproduction.
Please visit www.pld-literacy.org for our extended Copyright Guidelines.
Overview Of Contents
Pre-Literacy Profiling Tools
3
Alphabet Readiness Screen
4
Alphabetic Readiness Screen - Student Record Form
5
Alphabetic Readiness Screen - Test Sheets
7-9
The Pre-Literacy Screen
11
General Instructions
12 - 13
Test Administration Instructions For Exercises
14 - 15
Student Record Forms
16 - 23
Test Sheets
25 - 37
Early Literacy Screening Tools
38
SECTION 1: Early Literacy Screen
39
Introduction and General Instructions
40 - 42
Test Administration Instructions For Exercises
43 - 76
Student Record Forms
77 - 81
Test Sheets
82 - 86
SECTION 2: Investigations of Specific Skills
87
The Screening Of Isolated Areas Of Literacy
CVC Single Word Reading And Spelling (Student Record Form and Test Sheet)
88 - 89
CVC Words With Early Stage 1 Phonics (Student Record Form and Test Sheet)
90 - 91
CCVC Single Word Reading and Spelling (Student Record Form and Test Sheet)
92 - 93
CVCC Single Word Reading and Spelling (Student Record Form and Test Sheet)
94 - 95
Investigating Early Reading and Spelling
Junior Primary Reading Profile (Student Record Forms and Test Sheet)
96 - 102
Junior Primary Spelling Profile (Student Record Forms and Test Sheet)
103 - 106
Implementation Process
107
Scheduling The Transition Between Pre-Literacy Skills And Early Literacy Skills
108 - 114
Please Note: Although ‘emergent literacy’ is the more current research based term, the previous, more
accessible and familiar term ‘pre-literacy’, has intentionally been applied throughout this resource.
2
Pre-Literacy & Early Literacy Screen
PLD Organisation Pty. Ltd.
Contents
Pre-Literacy
Profiling Tools
Alphabet Readiness Screen
The Pre-Literacy Screen
Instructions and
Student Record Form
Pre-Literacy Profiling Tools
Pre-Literacy & Early Literacy Screen
PLD Organisation Pty. Ltd.
3
Pre-Literacy Profiling Tools
Alphabet
Readiness Screen
This screen investigates a student’s:
• Ability to identify the sound at the beginning of simple words.
• Ability to verbalise the sound at the
beginning of simple words.
• R eadiness to start acquiring the alphabet
sounds.
rt with
a
t
s
t
a
h
t
s
re
u
e pict
“Point to th
“Point
4
at start
h
t
s
re
u
t
ic
p
to the
Pre-Literacy & Early Literacy Screen
PLD Organisation Pty. Ltd.
‘k’?”
with ‘t’?”
Alphabet Readiness Screen
Alphabet Readiness Screen - Student Record Forms
Name of Student
Date of birth
Administered by
Age
Date of Testing
School Year
High Risk Factors
Yrs.
Mths.
Ear Infections?
Family members with language/literacy delays?
Student currently has a speech or language delay?
Other Information
This screen investigates a student’s:
• Ability to identify the sound at the beginning of simple words (Exercise 1).
• Ability to verbalise the sound at the beginning of simple words (Exercise 2).
• Readiness to start acquiring the alphabet sounds.
Exercise 1: Initial Phoneme Awareness
Exercise 1A: Initial Phoneme (Sound) Identification
A precursor to alphabet knowledge.
Date Tested: ________________
Date Retested: ______________
“Listen carefully. Point to the
pictures that start with...?”
(Refer to Test Sheet 1)
/n/
/z/
/w/
/k/
/t/
Test Item 1 Test Item 2 Test Item 3 Test Item 4 Tick if correct
net
cheese
nose
spoon
zebra
lock
zip
fork
whale
sun
net
web
dog
candle
hook
kite
turtle
tap
dog
pencil
Results: Initial phoneme awareness score: ____ /5 = ______ %
Negative Observations (suggesting further skill development is required):
i.) Did the student require the vocal emphasis of the initial sound of the words?
ii.) Did the task appear to be difficult and cognitively effortful?
Yes
Yes
Exercise 1B: Vocalisation of Initial Phonemes (Sounds)
Date Tested: ________________
Date Retested: ______________
“What does . . . start with?”
(Refer to Test Sheet 2)
Test Item
rat
sock
pan
book
leaf
Student’s Response
Tick if correct
Results: Initial phoneme isolation score: ____ /5 = ______ %
i.) Did the student require the adult to vocally emphasize the initial sound?
ii.) Did the student provide letter names?
Yes
Yes
Literacy Program Targets (Select)
Review Date
Situation A: Develop initial sound awareness first
Situation B: Introduce an alphabet program in conjunction with initial sound awareness
Situation C: F ocus on vocabulary development and speaking skills before introducing
initial sound awareness and alphabet sound recall.
Situation D: Other: _______________________________________________________________
Signed: _______________________________
Alphabetic Readiness Screen - Student Record Form
Pre-Literacy & Early Literacy Screen
Date:_______________
PLD Organisation Pty. Ltd.
5
Alphabet Investigation Screen - Test Sheet 1
Exercise 1A: Initial Phoneme (Sound) Identification - “Listen carefully. Point to the pictures that start with . . .?”
Alphabetic Readiness Screen - Test Sheet
Pre-Literacy & Early Literacy Screen
PLD Organisation Pty. Ltd.
7
Alphabet Investigation Screen - Test Sheet 2
Exercise 1B: Vocalisation of Initial Phonemes (Sounds) - “What does . . . start with?”
Alphabetic Readiness Screen - Test Sheet
Pre-Literacy & Early Literacy Screen
PLD Organisation Pty. Ltd.
9
Pre-Literacy Profiling Tools
The Pre-Literacy
Screen
The Pre-Literacy Screen (Pre-Lit) is designed to profile a
student’s acquisition of core literacy precursor skills that will
impact later reading, spelling and phonic development.
The screen focuses upon two main skills:
1. PHONOLOGICAL AWARENESS: the ability to attend
to the phonological structure or sound structure of
words.
2. ALPHABETIC KNOWLEDGE: or more specifically letter
sound identification
Both skills have been identified in education, speech
pathology, educational psychology and dyslexia research as
predictors of success and difficulties in reading performance.
to
“I am going
m
say 3 sounds.
1 second
pause
ether and
Put them tog
u
rd.”
guess the wo
1 second
pause
g
ord?”
nds in the w
e sou
“What are th
_
_
top = _
The Pre-Literacy Screen
Pre-Literacy & Early Literacy Screen
PLD Organisation Pty. Ltd.
11
The Pre-Literacy Screen - General Instructions
Test Examiners
The Pre-Literacy Screen was designed to be primarily utilized by teachers. However Educational Psychologists,
Speech and Language Therapists and other professionals involved with the studenthood literacy acquisition
may also find this tool of use. Examiners who administer and interpret the test should have experience in early
literacy and assessing children.
Test Materials
The Pre-Literacy Screen materials required include:
• Manual: containing a description of the test, administration instructions and procedures for scoring and
interpreting the test.
• Stimulus Sheets: or visual stimuli which support particular test items.
• Student Record Form: onto which student responses may be recorded.
Testing Procedures
To ensure a reliable administration of the Pre-Literacy Screen the examiner should:
• Be familiar with the Manual, Stimulus Sheets and Record Form.
• Establish rapport with the student prior to the assessment.
• Administer the assessment individually, in a quiet, well lit and undisturbed space.
• Follow the guidelines for administration.
• Record responses accurately and audio record the screening if necessary.
• Provide appropriate non-specific feedback to the student throughout the testing. This includes making
comments such as “well done”, “there are only a few more to go” and “aren’t you clever!” Comments
on performance (such as “that’s correct” or “no, that wasn’t right”) should be avoided.
Testing Time
The Pre-Literacy Screen was designed to be simple to administer and to be time efficient. The screening tool
can be utilized in two ways:
1.The complete assessment may be administered at the one time in order to profile a student’s literacy
precursor skills.
• For example the entire Pre-Lit screen may be presented to a student to identify delayed skills and focus
intervention efforts.
• In this way the screen can be used as a tool in the management of literacy delays (i.e. to profile and
focus intervention efforts).
2. Individual sections of the assessment may be administered over an extended period of time. In this way a
student’s skill acquisition may be tracked in line with a school-based early intervention strategy.
• For example: following a period of syllable training, the syllable segmentation section of the assessment
may be administered to an entire class in order to identify the students who have not yet mastered the
skill and require small group activities. In this way the screen can be used as a tool assisting the prevention
of literacy delays.
12
Pre-Literacy & Early Literacy Screen
PLD Organisation Pty. Ltd.
The Pre-Literacy Screen Instructions
The Pre-Literacy Screen - General Instructions (continued)
Final Preparation Before Commencing Testing
• Complete information relevant to the student such as name, date of birth, age (in years and months) and
school year level.
• Complete information regarding the administration of the assessment such as the name of the professional
that is to administer the assessment, the date of the assessment and reason(s) why the student is going to
be administered the Pre-Literacy Screen.
• Source information about the student’s history. Consultation with the student’s parent(s) may be required for
this. A history of speech and language delays/disorders, early ear infections or family members with literacy
problems places a student in a high risk category for potential literacy problems.
• Finally have the Manual, Student Record Form, Stimulus Sheets, pencil and audio recorder.
Why is “Rhyme Identification (Exercise 2) optional”
The article listed below is recommended reading as it explores the relevance of rhyme instruction within early
childhood settings.
Phillips, B.M., Clancy-Menchetti, J. & Lonigan, C.J. (2008) Successful Phonological Awareness Instruction With
Preschool Children: Lessons From The Classroom; Topics in Early Childhood Special Education, 28 (1) 3-17.
In brief, the article reports: “...most important, the findings suggest that teachers looking for an efficient and
effective linguistic focus may be better served by teaching children phonological awareness via word, syllable, onset and rime and phoneme-level manipulations rather than exclusively or predominantly through more
traditional rhyming activities.” (Page 7)
The article reminds readers that exposure to rhyme will likely be enjoyable for young children, and that rhyme
tasks require students to focus on the sound structure and the semantic nature of words. However, the benefits from rhyme matching, oddity and production tasks have likely been over stated within the literature. It is
for this reason, that the rhyme section (Exercise 2) within the PLD Pre-Literacy Screen is marked as ‘optional’.
The Pre-Literacy Screen Instructions
Pre-Literacy & Early Literacy Screen
PLD Organisation Pty. Ltd.
13
The Pre-Literacy Screen - Test Administration Instructions For Exercises
Exercise 1: Syllable Segmentation
• Practice Item 1: “Words have a beat. I am going to move a counter for each beat. Turtle (Point to the turtle
on stimulus sheet 1) Tur-tle (Move a counter forward as each syllable is verbalised). Now it is your turn.
Say the beats in turtle?
• Practice Item 2: Now I will say the beats in dinosaur (Point to the dinosaur on stimulus sheet 1) Di-no-saur
(Move a counter forward as each syllable is verbalised). Now it is your turn. Say the beats in dinosaur?
• Test Items: “I have some for you to do on your own.” (Stimulus sheet 2) “Elephant. What are the beats in the
word ‘elephant’.”
Exercise 2: Rhyme Identification (Optional)
• Practice Item 1: “Find the words that rhyme. (Stimulus sheet 3) Moon, spoon, bat. Which two rhyme?”
If necessary you can assist by saying: “Moon - bat? Moon – spoon? Which rhyme?” Follow this with
reinforcement such as “Moon spoon yes they rhyme. Well done!”
• Practice Item 2: “Which two rhyme? Star, apple, car?”
• Test Items: Remember that no prompting is permitted in the test items.
1. “Phone, bone, cheese. Which words rhyme?”
2. “Mouse, ladder, house. Which words rhyme?”
3. “This time there are three words that rhyme. Bee, dog, tree, key. Which rhyme?
Exercise 3: Initial Phoneme Awareness
Ex 3.1: Initial Phoneme (Sound) Identification
•P
ractice Item 1: “In this activity you need to listen and point. /ssss/ (It may be appropriate to ask the student
to also make the /sss/ sound). I want you to listen and find which of these words start with a /ssss/. Cheese,
seal, sock. Which start with /s/?
• Practice Item 2: “Now listen for /fff/ sound. Fish, fork, cat, five. Which start with /f/?”
• Test Item 1: “I have some for you to do by yourself. Listen for the /m/ sound. Which of these start with /m/?
Man, moon, fork, mouse?”
Negative Observations: In the test items if the student requires the adult to emphasize the initial phoneme
in (even a subtle manner) then the student is dependant upon adult support and the skill has not been fully
mastered. This indicates that the skill of initial sound awareness requires further development.
Ex 3.2: Verbalisation of Initial Phonemes (Sounds)
• Practice Item 1: “What sound is at the start of these words. Mouse starts with a … ?” [If the student does not
verbalise the initial sound, assistance may be provided in the following manner: “Mmmmouse. Mmmmouse
starts with a /mmm/. Mmmouse - /mmm/”.
• Practice Item 2: Foot starts with … ?
• Test Items: “Fish starts with a?” or “What sound at the start of fish?
Negative Observations: If the student requires the adult to emphasize the initial phoneme in any way, then the
skill has not been sufficiently developed.
Exercise 4: Alphabet Sound Knowledge
Ex 4.1: Alphabet Sound RECOGNITION - Supporting READING
Adult says: “Look at these letters and tell me the sounds. I don’t want you to tell me the names of these
letters, just the sounds.”
Ex 4.2: Alphabet Sound RECALL & FORMATION - Supporting SPELLING & WRITING
Adult says: “
In the box number 1, write the sound s. In the box number ...., write the sound ....”
Negative Observation: The following observations suggest that further skill development in this are is skill
required:
• Reliance on an alphabet desk strip.
• Incorrect starting points of letters formed.
• Reliance on adult prompting.
• Incorrect pencil grip and seated posture.
14
Pre-Literacy & Early Literacy Screen
PLD Organisation Pty. Ltd.
The Pre-Literacy Screen Instructions
The Pre-Literacy Screen - Test Administration Instructions For Exercises (continued)
Exercise 5: Blending: Onset and Rimes and 3 Phonemes (CVC Words)
Ex 5.1: Onset and Rime Level Blending
• Practice Item 1: “I am going to say some sounds. Put them together and guess the word. “d” (pause)
“og” makes the word? (Answer: dog) If necessary the student may be prompted by repeating the sounds
“d” – “og” two or three times. Alternatively provide a shorter pause between the sounds.
• Practice Item 2: Here is another one. “c” (pause) “at” makes the word? (Answer: cat).
• Test Items: Remember that NO prompting is permitted in the test items.
1. What is this word: “b” (pause) “ug”?
2. What is this word: “c” (pause) “ap”?
3. What is this word: “m” (pause) “an”?
4. What is this word: “p” (pause) “ot”?
5. What is this word: “p” (pause) “et”?
Ex 5.2: CVC Phonemic Level Blending
• Practice Item 1: “The next ones are a little different. Instead of two sounds, there will be three. Put the sounds
together and guess the word.” “r” (pause) “a” (pause) “t” makes the word?” (Answer: rat) If necessary the
student may be prompted by repeating the sounds “r” – “a” – “t” two or three times. Alternatively provide
a shorter pause between the sounds.
• Practice Item 2: Here is another one. “h” (pause) “a” (pause) “t” makes the word? (Answer: hat)
• Test Items: Remember that NO prompting is permitted in the test items.
1. What is this word: “m” (pause) “u” (pause) “g”?
2. What is this word: “s” (pause) “u” (pause) “n”?
3. What is this word: “f” (pause) “a” (pause) “n”?
4. What is this word: “b” (pause) “e” (pause) “d”?
5. What is this word: “t” (pause) “a” (pause) “p”?
Negative Observations: The following observations suggest that a student’s blending skills have not fully
developed:
•If the student requests sounds to be repeated,
•If the student rehearses (or repeated) the sounds in order to process the task (rather than automatically
answering upon initial adult exposure to the sounds).
•If the adult is required to present the sounds with only short pauses between sounds (rather than a lengthier
one second pause).
Each item in the above list indicates further skill development is required. This is the case even if a student
scores 100% in the context of occasionally requesting the sounds to be repeated. Alternatively a student may
score 100% but show facial signs of cognitive strain (indicating effort and concentration rather than an ease
of processing). In both cases further practice is recommended. Keep in mind that skill mastery is comprised of
both accuracy and “automaticity”.
Exercise 6: Segmentation of CVC Words
• “Now it is your turn to tell me the sounds in words. I don’t want you to tell me the letter names. I want you to
tell me the sounds in these words.
• Practice Items: If the student is familiar with segmenting, progress immediately onto the test items. Alternatively provide some examples. What sounds are in the word “rat”? In the word “rat” there is “r” (pause) “a”
(pause) “t”. Let’s do another. “Mad.” In the word “mad” there is a “m” (pause) “a” (pause) “d”.
Negative Observations: The following observations suggest that a student’s blending skills have not fully developed:
• If a student provides letter names (and spells the word) rather than “sounds-out” the word. This suggests
either a reliance on visual strategies or underdeveloped segmentation skills.
• If a student provides some sounds and some letter names. Such responses are considered incorrect as the
task requires phonemes or sounds only.
• If the student showing cognitive strain and effort (e.g. detectable via facial expressions).
All observations listed above suggest that further segmentation skill development is required.
The Pre-Literacy Screen Instructions
Pre-Literacy & Early Literacy Screen
PLD Organisation Pty. Ltd.
15
The Pre-Literacy Screen - Student Record Form
Name of Student
Date of birth
Administered by
Age
Date of Testing
School Year
Yrs.
Mths.
Ear Infections?
Family members with language/literacy delays?
Student currently has a speech or language delay?
High Risk Factors
Other Relevant
Background
Information
The Pre-Literacy Screen: Phonological Awareness Section
Exercise 1: Syllable Segmentation
Date Tested: _____________
Date Retested: _____________
Date Retested: _____________
Instructions:“What are the beats or syllables in this word _________?” (Refer to Test Sheet 1)
Test Item
elephant
camel
zebra
octopus
butterfly
Syllables
3 syllables
2 syllables
2 syllables
3 syllables
3 syllables
Syllables Verbalised by Student
Results: i.)Syllable segmentation score: ____ /5 = ______ %
ii.)Demonstrated ability to segment syllables with
Tick if Correct
2 syllables
3 syllables
Exercise 2: Rhyme Identification (Optional)
Date Tested: _____________
Date Retested: _____________
Date Retested: _____________
Instructions:“Which words rhyme _________ , _________ , _________?” (Refer to Test Sheets 1 and 2)
Test Item 1
phone
mouse
bee
clock
pear
Test Item 2
bone
ladder
dog
hand
ladder
Test Item 3
cheese
house
tree
sock
chair
Test Item 4
--key
lock
fish
Results: i.)Rhyme detection score: ____ /5 = ______ %
ii.)Demonstrated ability to detect
2 rhyming words
16
Pre-Literacy & Early Literacy Screen
PLD Organisation Pty. Ltd.
Tick if Correct
3 rhyming words
The Pre-Literacy Screen - Student Record Forms
The Pre-Literacy Screen: Phonological Awareness Section
Exercise 3: Initial Phoneme Awareness
(A precursor to alphabetic knowledge.)
Exercise 3.1: Initial Phoneme (Sound) Identification
Date Tested: _____________
Date Retested: _____________
Date Retested: _____________
Instructions:“Listen carefully. Point to the pictures that start with ____ .” (Refer to Test Sheet 3)
Test Item 1
Test Item 2
Test Item 3
Test Item 4
/m/
man
moon
fork
mouse
/l/
ladder
lock
light
saw
/n/
knife
nose
cheese
net
/b/
ball
tree
bike
balloon
/p/
pencil
pig
fish
pear
Tick if Correct
Results: Initial phoneme awareness score: ____ /5 = ______ %
Negative Observations (suggesting further skill development is required):
i.) Did the student require the vocal emphasis of the
initial sound of the words? (Eg: “mmmman”)
Yes
ii.) Did the task appear to be difficult and cognitively effortful?
Yes
Exercise 3.2: Vocalisation of Initial Phoneme (Sound)
Date Tested: _____________
Date Retested: _____________
Date Retested: _____________
Instructions: “What does ________ start with?” (Refer to Test Sheet 4)
Test Item
Student’s Response
Tick if Correct
fish
hat
jug
van
bike
Results: Initial phoneme isolation score: ____ /5 = ______ %
Negative Observations (suggesting further skill development is required):
i.) Did the student require the adult to vocally emphasize
the initial sound?
Yes
ii.) Did the student provide letter names?
Yes
iii.) Did the task appear to be difficult and cognitively effortful?
Yes
The Pre-Literacy Screen - Student Record Forms
PLD Organisation Pty. Ltd.
The Pre-Literacy Screen
17
The Pre-Literacy Screen - Student Record Forms
Notes:
Score: ___ /6
n
Date retested: ________
d
Letter name/sound confusion
Slow recall
A reliance on adult prompting
i
Score: ___ /6
c
Letter name/sound confusion
Slow recall
A reliance on adult prompting
p
Date retested: ________
e
Letter name/sound confusion
Slow recall
A reliance on adult prompting
t
Notes:
Date tested: ________
Date tested: ________
Score: ___ /6
Score: ___ /6
Score: ___ /6
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Date tested: ________
h
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Score: ___ /6
r
Letter name/sound confusion
Slow recall
A reliance on adult prompting
a
Date tested: ________
m
s
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Concerning Observations
GROUP 2
Testing
Letter Demonstrated
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Concerning Observations
GROUP 1
Testing
Letter Demonstrated
Exercise 4.1: Alphabet Sound RECOGNITION - Supporting READING
Notes:
Date tested: ________
Date tested: ________
x
18
Score: ___ /8
Date retested: ________
PLD Organisation Pty. Ltd.
Score: ___ /8
Date retested: ________
Score: ___ /8
Letter name/sound confusion
Slow recall
A reliance on adult prompting
q
Date tested: ________
Letter name/sound confusion
Slow recall
A reliance on adult prompting
y
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
z
k
v
j
w
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Concerning Observations
GROUP 4
Testing
Letter Demonstrated
Pre-Literacy & Early Literacy Screen
Score: ___ /6
Score: ___ /6
Score: ___ /6
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Letter name/sound confusion
Slow recall
A reliance on adult prompting
Concerning Observations
Date tested: ________
b
u
o
g
l
f
Testing
Letter Demonstrated
GROUP 3
Teacher to review student’s ability to recognise alphabet sounds.
Testing Instruction: “What’s this sound?” (Refer to Test Sheets 5 to 8. Supplied in Century Gothic and Victorian Cursive.)
The Pre-Literacy Screen: Alphbet Sound Knowledge Section
e
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
t
p
Score: ___ /6
The Pre-Literacy Screen - Student Record Forms
Notes:
Score: ___ /6
Date retested: ________
Date retested: ________
Score: ___ /6
Date tested: ________
n
Notes:
Date retested: ________
Date retested: ________
Score: ___ /6
Score: ___ /6
Notes:
Date retested: ________
Date retested: ________
Score: ___ /6
Date retested: ________
19
Score: ___ /6
Date retested: ________
PLD Organisation Pty. Ltd.
Score: ___ /6
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Student
Experienced
Difficulty
Date tested: ________
x
q
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Demonstrated the recall and
writing of the sounds
GROUP 4 of sounds
Pre-Literacy & Early Literacy Screen
Score: ___ /6
Score: ___ /6
y
z
k
v
j
w
Lower
Student
Case
Experienced Testing
Difficulty
Letter
Score: ___ /6
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Demonstrated the recall and
writing of the sounds
GROUP 3 of sounds
Date tested: ________
b
u
o
g
l
f
Lower
Student
Experienced Case
Difficulty Testing
Letter
Score: ___ /6
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Demonstrated the recall and
writing of the sounds
GROUP 2 of sounds
Date tested: ________
d
c
h
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
a
i
r
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
m
Lower
Student
Case
Experienced Testing
Difficulty
Letter
s
Demonstrated the recall and
writing of the sounds
GROUP 1 of sounds
Able to recall and write independently
Correct letter formation
Correct starting points
Appropriate grip
Was not reliant on a desk strip
Lower
Case
Testing
Letter
Exercise 4.2: Alphabet Sound RECALL & FORMATION - Supporting SPELLING & WRITING
Testing Instruction: “In box number ___ write the sound ___?” (Refer to the student record form on the next page.)
The Pre-Literacy Screen: Alphbet Sound Knowledge Section
The Pre-Literacy Screen (Alphabet Sound Knowledge Section) - Student Record Form
Exercise 4.2: Alphabet Sound RECALL and FORMATION - “In the box number ____ write the sound____.”
Name of Student
1.
2.
3.
4.
5.
6.
7.
8.
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The Pre-Literacy Screen - Student Record Forms
The Pre-Literacy Screen: Phonological Awareness Section
Exercise 5: CVC Blending
(A precursor to decoding or reading ability.)
Exercise 5.1: Onset and Rime Level Blending
Date Tested: _____________
Date Retested: _____________
Date Retested: _____________
Instructions:“I am going to say 2 sounds. Put them together and guess the word.”
b (1 second pause) ug =
c (1 second pause) ap =
m (1 second pause) an =
p (1 second pause) ot =
p (1 second pause) et =
Score: ____ / 5 = ____ %
Exercise 5.2: CVC Phonemic Level Blending
Date Tested: _____________
Date Retested: _____________
Date Retested: _____________
Instructions:“I am going to say 3 sounds. Put them together and guess the word.”
m (1 second pause) u (1 second pause) g =
b (1 second pause) e (1 second pause) d =
s
(1 second pause)
u (1 second pause) n =
t
f
(1 second pause)
a (1 second pause) n =
Score: ____ / 5 = ____ %
(1 second pause)
a (1 second pause) p =
Negative Observations (suggesting further skill development is required):
i.) Was the task presented with short pauses between sounds?
ii.) Did the student request the sounds to be repeated?
iii.) Did the student repeat the sounds in order to process the task?
iv.) Did the task appear difficult and cognitively effortful?
Yes
Yes
Yes
Yes
Once blending is demonstrated, students are ready for early reading.
Instructions:“Read these words.” (Refer to Test Sheet 9)
READING REGULAR CVC WORDS
Reading with 6 sounds
Group 1: s, a, t, p, i, n
Reading with 12 sounds
Group 1 + 2: m, h, r, e, d, c
Reading with 18 sounds
Group 1, 2 + 3: f, l, g, o, u, b
Reading with the whole alphabet
Group 4: w, j, v, k, z, y, q, x
pat:
p/a/t
p/at
pat him:
h/i/m
h/im
him mud:
m/u/d
m/ud
mud wig:
w/i/g
w/ig
wig
sit:
s/i/t
s/it
sit
pet:
p/e/t
p/et
pet fog:
f/o/g
f/og
fog van:
v/a/n
v/an
van
tan:
t/a/n
t/an
tan mad:
m/a/d
m/ad
mad cup:
c/u/p
c/up
cup jog:
j/o/g
j/og
jog
Recommended resources available at www.pld-literacy.org
PLD 2 Player Read 1A
Available for tablet on
iTunes App Store
The Pre-Literacy Screen - Student Record Forms
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The Pre-Literacy Screen: Phonological Awareness Section
Exercise 6: Segmentation Of CVC Words
(A precursor to spelling.)
Date Tested: _____________
Date Retested: _____________
Date Retested: _____________
Instructions:“What are the sounds in the word?”
top =
lid =
peg =
bug =
nut =
Score: ____ / 5 = ____ %
Negative Observations (suggesting further skill development is required):
i.) Did the student confuse the task and provide letter names?
Yes
ii.) Did the task appear difficult and cognitively effortful?
Yes
Once segmenting is demonstrated, students are ready for early spelling.
Instructions:“In the box number _____ spell the word _____ .”
(Refer to the student record form on the next page.)
SPELLING REGULAR CVC WORDS
Spelling with 6 sounds
Group 1: s, a, t, p, i, n
Spelling with 12 sounds
Group 1 + 2: m, h, r, e, d, c
Spelling with 18 sounds
Group 1, 2 + 3: f, l, g, o, u, b
Spelling with the whole alphabet
Group 4: w, j, v, k, z, y, q, x
tap:
red:
sun:
jug:
pin:
cap:
lot:
yes:
sip:
hit:
get:
win:
Recommended resources available at www.pld-literacy.org
PLD Spell Star 1A
Available for phone and
tablet on App Store
and Google PlayTM
22
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The Pre-Literacy Screen - Student Record Forms
The Pre-Literacy Screen (Phonological Awareness Section) - Student Record Form
Spelling Regular CVC Words: “In the box number ____ spell the word __________.”
Name of Student
1.
2.
3.
The Pre-Literacy Screen - Student Record Forms
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23
The Pre-Literacy Screen (Phonological Awareness Section) - Test Sheet 1
Exercise 1 (Practise Set): Syllable Segmentation - “What are the beats or syllables in this word?”
Exercise 1: Syllable Segmentation - “What are the beats or syllables in this word?”
Exercise 2 (Practise Set): Rhyme Identification (Optional) - “Which words rhyme ________, ________, ________,?”
The Pre-Literacy Screen - Test Sheet
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PLD Organisation Pty. Ltd.
25
The Pre-Literacy Screen (Phonological Awareness Section) - Test Sheet 2
Exercise 2: Rhyme Identification (Optional) - “Which words rhyme ________, ________, ________,?”
The Pre-Literacy Screen - Test Sheet
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27
The Pre-Literacy Screen (Phonological Awareness Section) - Test Sheet 3
Exercise 3.1 (Practise Set): Initial Phoneme (Sound) Identification - “Listen carefully. Point to the pictures that start with ____ .”
Exercise 3.1: Initial Phoneme (Sound) Identification - “Listen carefully. Point to the pictures that start with ____ .”
The Pre-Literacy Screen - Test Sheet
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29
The Pre-Literacy Screen (Phonological Awareness Section) - Test Sheet 4
Exercise 3.2 (Practise Set): Vocalisation of Initial Phoneme (Sound) - “What does ________ start with?”
Exercise 3.2: Vocalisation of Initial Phoneme (Sound) - “What does ________ start with?”
The Pre-Literacy Screen - Test Sheet
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31
The Pre-Literacy Screen (Alphabet Sound Knowledge Section) - Test Sheet 5 (Century Gothic Font)
Exercise 4.1: Alphabet Sound RECOGNITION (Supporting Reading) - “What’s this sound?”
The Pre-Literacy Screen - Test Sheet
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The Pre-Literacy Screen (Alphabet Sound Knowledge Section) - Test Sheet 6 (Century Gothic Font)
Exercise 4.1: Alphabet Sound RECOGNITION (Supporting Reading) - “What’s this sound?”
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The Pre-Literacy Screen - Test Sheet
The Pre-Literacy Screen (Alphabet Sound Knowledge Section) - Test Sheet 7 (Victorian Cursive Font)
Exercise 4.1: Alphabet Sound RECOGNITION (Supporting Reading) - “What’s this sound?”
The Pre-Literacy Screen - Test Sheet
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The Pre-Literacy Screen (Alphabet Sound Knowledge Section) - Test Sheet 8 (Victorian Cursive Font)
Exercise 4.1: Alphabet Sound RECOGNITION (Supporting Reading) - “What’s this sound?”
36
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The Pre-Literacy Screen - Test Sheet
The Pre-Literacy Screen (Phonological Awareness Section) - Test Sheet 9
Reading Regular CVC Words - “Read these words.”
pat
him
sit
tan
pet mad
mud fog
cup
wig van
jog
The Pre-Literacy Screen - Test Sheet
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Early Literacy
Screening Tools
SECTION 1: Early Literacy Screen
SECTION 2: Investigations of
Specific Skills
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Early Literacy Screening Tools
Early Literacy Screening Tools
Section 1
Early Literacy Screen
Introduction, Instructions
and Photocopiable
Student Record Forms
“Read these
at
pin
shop
it
tap
chin
words.”
in
is on
sit
hat
kit
that
trip
mell
skip s
tusk
p
s
li
sank
shark
y
a
w
a
whip
splint
k
n
u
r
h
s
p
stra
tie
m
a
e
r
c
s
thirty
career
r
to
c
a
ignore
Early Literacy Screening Tools: Section 1 - Early Literacy Screen
shed
rich
slip
glad
held
sulk
in
sport tra
sh
scrap spla
rch
nurse sco
ad
poor abro
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39
Early Literacy Screen - Introduction and General Instructions
Purpose
The Early Literacy Screen identifies specific core areas of a student’s word-level literacy difficulty for the purpose of informing and directing remediation efforts. The diagram below illustrates how the testing process
should work.
A teacher identifies a student with
a potential or an existing literacy delay.
The Early Literacy
Screen is administered
to investigate word-level
skills:
•Phonemic awareness
•Phonics
•Spelling
•Reading.
A language-level screen
is simultaneously administered.
Options include:
•A Speech Pathology
assessment,
•A narrative sample
•A school-based
speech-language
assessment procedure.
A program is devised upon the basis of the information
gained in the assessments
(incorporating both word and language level literacy skills).
Review progress after 6-8 weeks
The program is administered to the
student.
• For mild to moderate delays this can
often be achieved in a small group.
• For severe delays the program
will need to be delivered on an
individual basis.
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• If progress has been made
continue the cycles of assessment
reviews, goal adjustment and
modification and program delivery.
• If no progress or insufficient progress
has been made investigate further
through the involvement of specialists (such as Speech Pathology, Educational Psychology, Occupational
Therapy, Behavioural/
Developmental Optometry.)
Early Literacy Screening Tools: Section 1 - Early Literacy Screen
Early Literacy Screen - Introduction and General Instructions (continued)
Subtests And Schedule Of Presentation
The Early Literacy Screen is comprised of four subtests:
1. Phonemic Awareness Skills 3. Reading Skills
2. Phonic Knowledge 4. Spelling
Each subtest follows a developmental sequence. A student progresses through the sequence of exercises in
each area until difficulties are experienced. In this way the Early Literacy Screen establishes which of the subtest areas are complicating the student’s literacy development and the developmental points at which the
difficulties occur. The assessment information should directly inform word level assessment efforts.
Subtest 1: Phonemic Awareness Skills Investigation
In this first subtest the areas of blending and segmentation are investigated. Blending tasks require a student
to blend together individual phonemes. For example:
• A blending task at the onset and rime word level: ‘ p’ (pause) ‘et’ makes the word?
Answer: pet.
• A blending task at the CVC word level: ‘ m’ (pause) ‘a’ (pause) ‘t’ makes the word?
Answer: mat.
• A blending task at the CCVC word level: ‘ s’ (pause) ‘p’ (pause) ‘o’ (pause) ‘t’ makes the word?
Answer: spot.
• A blending task at the CVCC word level: ‘ h’ (pause) ‘e’ (pause) ‘l’ (pause) ‘d’ makes the word?
Answer: held.
• A blending task at the CCVCC word level: ‘c’ (pause) ‘r’ (pause) ‘u’ (pause) ‘n’ (pause) ‘ch’ makes the word?
Answer: crunch.
The ability to blend phonemes is a prerequisite for the reading of unfamiliar words. It is common for the screen
to reveal phonemic blending difficulties that correspond to word-level reading difficulties. For example:
a student who is unable to blend phonemes and form a CVC word (‘m’ (pause) ‘a’ (pause) ‘t’ makes the
word mat) will typically be unable to decode simple CVC words (such as hat, men and pip.)
In contrast the segmentation tasks require the student to identify the phonemes (or sounds) contained within
the test item words. The ability to segment a word into the component sounds is a prerequisite of spelling
unfamiliar words.
The Early Literacy Screen will reveal phonemic segmentation difficulties that correspond with spelling
difficulties. For example: Until a student can segment a CCVC word into the four phonemes contained within
it (e.g. in the word ‘club’ there is a ‘c, l, u, b’) it will be unlikely that the student will be able to spell CCVC words
(such as spot, frog and slam).
Subtest 2: Phonic Knowledge Investigation
In order to efficiently read and spell, automatic recognition and recall of phonic symbols is required.
The second subtest investigates a student’s alphabetic and phonic knowledge.
Subtest 3: Reading Skill Investigation
This subtest investigates the ability to apply phonic knowledge and phonemic blending skills to of a list of
reading words. The examiner records the student’s reading accuracy and the reading processes applied to
the reading task.
Subtest 4: Spelling Skill Investigation
The final section consists of a spelling investigation. Students are required to apply their phonic knowledge
and phonemic segmentation skills to a list of spelling words.
Early Literacy Screening Tools: Section 1 - Early Literacy Screen
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41
Early Literacy Screen - Introduction and General Instructions (continued)
Screening Materials
The Pre-Literacy Screen materials required include:
• Manual: containing a description of the test, administration instructions and procedures for scoring and
interpreting the test.
• Stimulus Sheets: or visual stimuli which support particular test items.
• Student Record Form: onto which student responses may be recorded.
Prerequisite Skills Required
It is not appropriate to administer the Early Literacy Screen unless a student possesses alphabetic knowledge
and initial phoneme awareness. For students who are as yet to develop these skills it is more appropriate to
administer literacy ‘readiness’ assessments that investigate prerequisite literacy skills (such as phonological
awareness and expressive language abilities). The Pre-Literacy Screen would be an appropriate tool to use
with such cases.
Screen Administrators
The Early Literacy Screen was designed to be primarily for teachers. However Educational Psychologists,
Speech and Language Pathologists and other professionals involved with the studenthood literacy may also
find this tool useful. Examiners who administer and interpret the test should have experience in early literacy
and assessing students.
Screening Time
The time taken for the assessment is dependant upon a student’s level of early literacy skills. For students with
only basic foundational skills the screen will take 5 minutes. For students with a greater range of early literacy
skills the screen can take between 15 or 20 minutes.
Screening Procedures
To ensure a reliable administration of the Early Literacy Screen the examiner should:
•B
e familiar with the Manual, Record Form and Stimulus Sheets.
•E
stablish rapport with the student prior to the assessment.
•A
dminister the assessment individually, in a quiet, well lit and undisturbed space.
• F ollow the guidelines for administration.
•R
ecord responses accurately and audio record the screening if necessary.
• Provide appropriate non-specific feedback to the student throughout the testing. This includes making
comments such as “Well done”, “There are only a few more to go” and “Clever answer!” Comments on
performance (such as “That’s correct” or “No, that wasn’t right”) should be avoided.
Final Preparation Before Commencing
• Complete information relevant to the student such as name, date of birth, age (in years and months) and
school year level.
• Source information about the student’s history. Consultation with the student’s parent(s) may be required.
Issues revealed such as present or past speech and language difficulties, early ear infections or family
members with literacy problems places a student in a high risk category for potential literacy problems.
• Complete information regarding the administration of the assessment such as the name of the professional
that is to administer the assessment, the date of the assessment and reason(s) why the student is being
administered the Early Literacy Screen.
• Finally have the Manual, Student Record Form, Stimulus Sheets, pencil and audio tape recorder with blank
cassette available for the testing.
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Early Literacy Screening Tools: Section 1 - Early Literacy Screen
Early Literacy Screen - Test Administration Instructions For Exercises
Exercise 1: Alphabetic and Digraph Recall
Exercise 1.1: Alphabetic Letter Sound Recall
Task Instructions:
Look at these letters and tell me the sounds. Do not tell me the letter
names. I want you to tell me the sounds.
Test Items: Test Sheet 1
Handy Hint
:
Using a piece of paper or coloured card, reveal only one line of stimulus
sheet at a time.
Recording:
If the student provides a correct answer place a tick in the response
column. If an incorrect response is given, write the student’s exact
response in the response column.
Scoring:
Score 1 for each correct response. Add up the total correct
responses.
Next Steps: •A score of 26 suggests that the student has knows the basic
alphabetic sounds. Progress onto the optional assessment of letter
names or onto the Ex 1.2: common digraphs.
• Scores between 20 and 26 indicate that the student has acquired
many of the letter sounds, but that the devised literacy intervention program needs to focus on the remaining areas of confusion.
Progress onto the optional assessment of letter names or onto the
Ex 1.2: recall of common digraphs.
• Alphabetic sound scores between 0 and 20 indicate that the student
requires that this area is specifically targeted in the devised intervention program. Do not present the digraph section. Either progress
onto the optional assessment of letter names or onto the phonemic
awareness investigation commencing with Ex 2.1.
Early Literacy Screening Tools: Section 1 - Early Literacy Screen
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43
Exercise 1: Alphabetic and Digraph Recall (continued)
Exercise 1.1: Letter Name Recall (optional)
The letter name recall test is an optional element of the phonic knowledge assessment. The
reason for this is that letter sound recall is more important to early literacy acquisition than
letter name recall.
Task Instructions:
This time look at these letters and tell me the letter names.
Test Items: Test Sheet 1
Handy Hint
:
Using a piece of paper or coloured card, reveal only one line of stimulus
sheet at a time.
Recording:
If the student provides a correct answer place a tick in the response
column. If an incorrect response is made, write the student’s exact
response in the response column.
Scoring:
Score 1 for each correct response and add up the total correct
responses.
Next Steps: • A score of 26 suggests that the student has knows the letters of the
alphabet. Progress onto Ex 1.2: recall of common digraphs.
• Scores between 20 and 26 indicate that the student has acquired
the knowledge of many letter names, but that the devised literacy
intervention program may need to focus on the remaining areas of
confusion. Progress onto Ex 1.2: recall of common digraphs.
•Letter name scores between 0 and 20 indicate that the student
requires that this area is specifically targeted in the devised intervention program. Do not present the digraph section. Progress onto the
phonemic awareness investigation commencing with Ex 2.1.
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Early Literacy Screening Tools: Section 1 - Early Literacy Screen
Alphabetic Knowledge Observations
There are two specific observations which are central to interpreting a student’s level of skill
in this area.
i) Did the student recall the letters and sounds with hesitation?
Yes
No
In order to read and spell words efficiently a student requires automatic access to their alphabetic sound knowledge. It is not enough for a student just to be able to recognize the
alphabetic sounds (and to a lesser degree the letter names). Students need to have access
to that information with speed and automaticity.
YesTick Yes if the student pauses to recall the letter name(s) or sound(s) or hesitates
with “um’s”. Even if a student accurately recalls the 26 alphabet sounds, if hesitation or pausing is evident, the student requires further instruction and practice
in order to develop automatic and rapid alphabetic recall responses. It is not
until a student can both accurately and rapidly recall the letter sounds that this
skill would appear to be adequately developed.
NoTick No if the student recalled the alphabetic sounds and letters instantly, confidently and without any pausing or hesitation. This would suggest that the
student’s alphabetic knowledge is adequately developed and that no further
training in this area is required.
ii) Did the student possess any letter/sound confusion?
Yes
Yes
No
When asked to focus exclusively on alphabetic letter names or sounds
some students may provide a proportion of letter name responses and a
proportion of letter sound responses. Tick Yes when such an observation
is made.
It is recommended that the devised intervention program initially focuses
exclusively on only letter sounds, until such time that the student is able to
accurately and automatically recall all alphabetic sounds. Only then is it
advisable to focus on letter names.
NoTick
No when the student appropriately provides letter names and sounds
as was requested. This suggests that the student’s alphabetic knowledge is adequately developed and that no further training in this area
is required.
Early Literacy Screening Tools: Section 1 - Early Literacy Screen
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45
Exercise 1: Alphabetic and Digraph Recall (continued)
Exercise 1.2: Stage 1 Phonics (Common Digraph Recall)
Task Instructions:
Now look at these. Can you tell me what any of these sounds are?
Test Items: The first set on Test Sheet 2
Handy Hint
:
Using a piece of paper or coloured card, reveal only one line of stimulus
sheet at a time.
Recording:
If the student provides a correct answer place a tick in the response column. If an incorrect response is made (for example: ‘s’ or ‘s–h’ instead
of ‘sh’) write the student’s exact response in the response column.
Scoring:
Score 1 for each correct response and add up the total correct
responses.
Next Steps: • A score of 17 suggests that the student has the ability to recognize in
isolation the listed common digraphs. Progress onto the more complex vowel digraphs in Ex 1.3.
• A score of 1-16 specifically isolates the specific digraphs that the
intervention program needs to target. Progress onto the phonemic
awareness investigation commencing at Ex 2.1.
46
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Early Literacy Screening Tools: Section 1 - Early Literacy Screen
Exercise 1: Alphabetic and Digraph Recall (continued)
Exercise 1.3: Stage 2 Phonics (Vowel Digraph Recall)
Task Instructions:
This is the final set of sounds. Can you tell me what these sounds are?
Test Items: Second set on Test Sheet 2
Handy Hint
:
Using a piece of paper or coloured card, reveal only one line of the
stimulus sheet.
Recording:
If the student provides a correct response place a tick in the corresponding box. If an incorrect response is made, write the student’s
exact response in the corresponding ‘Response’ column.
Scoring:
Score 1 for each correct response. Add up the total correct responses.
Next Steps: • A score of 15 suggests that the student has the ability to recognize
in isolation the listed vowel digraphs. Progress onto the phonemic
awareness investigation commencing at Ex 2.1.
• A score of 1-14 specifically isolates the vowel digraphs that the
intervention program needs to target. Progress onto the phonemic
awareness investigation commencing at Ex 2.1.
Exercise 1.4: Stage 3 Phonics
Task Instructions: Continue administering the assessment in the manner outlined in
Exercise 1.2 and 1.3 of the Early Literacy Screen Instructions.
Test Items: Third set on Test Sheet 2
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47
Exercise 2: Investigation Of Blending Skills ( A Prerequisite Skill Of Decoding)
Exercise 2.1: Onset and Rime at CVC
Task Instructions:
We are going to start with some listening games. I am going to say some
sounds. Put them together to make a word.
Practice Items: Let’s try some together. ‘c’ [pause] ‘at’ makes the word? [pause] ‘cat’.
‘d’ [pause] ‘og’ makes the word? [pause] ‘dog’.
Test Items: m (pause) ug = _________
c (pause) ap = _________
f (pause) an = _________
h (pause) ot = _________
p (pause) en = _________
Handy Hint
:
It is advisable if the test administrator to indicate with an outstretched
finger as each sound is provided.
Recording:
Write the student’s verbal response in the space provided.
Scoring:
Score 1 for each correct response. Add up the total correct responses
and then convert into a percentage score.
Next Steps: • A score of 100% indicates that the student has acquired the skill of
onset and rime blending. Progress onto Ex 2.2.
• A score of 60 - 80% indicates that the student is in the process of
acquiring the skill of onset and rime blending. It is recommended that
the devised intervention program targets the strengthening of this
skill. Progress onto Ex 2.2.
• Scores between 0 – 40% suggest that the Early Literacy Screen is too
advanced for the student. Cease the screening and administer the
Pre-Literacy Screen and an expressive language screen.
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Early Literacy Screening Tools: Section 1 - Early Literacy Screen