Test of Phonemic Segmentation:
- Have one test
sheet for each child in the class.
- Assess children
individually in a quiet place.
- Keep the
assessment playful and game-like.
the game to the child exactly as the directions specify.
for the child what he or she needs to do with each of the
practice words. Have them break apart each word with you.
are given the following directions upon administration of the
we're going to play a word game. I'm going to say a word
and I want you to break the word apart. You are going to
say the word slowly, and then tell me each sound in the word
in order. For example, if I say "old," you should say "oooo-llll-d" (The
teacher says the sound, not the letters.) Let's try a few
practice items are ride, go, and man. The teacher
should help the child with each sample item - segmenting the
item for the child if necessary and encouraging the child to
repeat the segmented words. Then the child is given the 22
item test. If the child responds correctly, the teacher says, "That's
right." If the child gives an incorrect response, he or she
is corrected. The teacher provides the appropriate response.
The teacher circles the numbers of all correct answers. If
the child breaks a word apart incorrectly, the teacher gives
the correct answer:
onset and rime
Stretches word out
Spells letters in word
Says first and last sounds
Says another word
Says a sentence
d - o - g
"d" - "o" - "g"
/d/ - /g/
I don't know
score is the number of items correctly segmented into all constituent
phonemes. No partial credit is given. For instance, if a child
says "/c/-/at/" instead of "/c/-/a/-/t/," the response may be noted
on the blank line following the items but is considered incorrect
for purposes of scoring. Correct responses are only those that
involve articulation of each phoneme in the target word.
A blend contains two or three
phonemes in each of these and each should be articulated
separately. Hence, item 7 on the test, grew, has
three phonemes /g/-/r/-/ew/. Digraphs such as /sh/ in item
5, she, and the /th/ in item 15, three, are
single phonemes. Item 5, therefore has two phonemes and
item 15 has three phonemes. If a child responds with letter
names instead of sounds, the response is coded as incorrect,
and the type of error is noted on the test.
who obtain high scores (segmenting all or nearly all of
the items correctly) may be considered phonemically aware.
Students who correctly segment some items are displaying
emerging phonemic awareness. Students who are able to segment
only a few items or none at all lack appropriate levels
of phonemic awareness. Without intervention, those students
scoring very low on the test are likely to experience difficulty
with reading and spelling.
Assessment designed by Dr. Hallie Kay Yopp, Professor at CSU Fullerton.
The author acknowledges the contribution of the late Harry
Singer to the development of this test.