|Child Says||You say|
| Uses onset and
Stretches word out
Spells letters in word
Says first and last sounds
Says another word
Says a sentence
| /d/ - /og/
d - o - g
"d" - "o" - "g"
/d/ - /g/
I don't know
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.
Students 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.
Teaching Phonemic Segmentation
1. The Rubber Band Stretch
Teacher models with a large rubber band how to stretch
out a word as the word is said:
Teacher models with stretched out band how to bring rubber band back to original length and says the word fast: /man/.
2. Stretchy Names
CHRISTOPHER, CHRISTOPHER, HOW DO YOU DO?
WHO'S THAT FRIEND RIGHT NEXT TO YOU?
If you have questions, click on this link to Patti's Discussion Group and post your question or concern. You will receive feedback from Patti and other teachers who are using this assessment tool with their students.
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.