Description: Use this criterion referenced profile to find out why your students past 2nd grade struggle with reading. Test Purpose This test helps you identify areas in which a struggling reader may experience difficulty. Test results help you profile a student's strengths and weaknesses for a complete picture of his reading skills. The profile can be used as a pre- and post-measure to track student progress throughout the year. Test Description Examine specific skills in phonological awareness, phonics, naming speed, and reading fluency. The wide range of tasks complements more comprehensive assessments of reading skills and gives a clear picture of how to plan your remediation program. The examiner has the discretion to administer only those items that are appropriate for a particular student. If a student falls below the mastery level of a task, he needs instruction in that area. Subtests Phonological Awareness blend phonemes isolate phonemes in the initial, final, and medial position of words segment syllables and phonemes delete syllables and phonemes manipulate phonemes Decoding consonants, consonant blends, vowels, consonant and vowel digraphs, and diphthongs prefixes and suffixes syllables Spelling consonants, consonant blends, vowels, consonant and vowel digraphs, and diphthongs prefixes and suffixes morphological endings Fluency rapid letter name oral paragraph reading Examiner Qualifications The test should be administered by a professional trained in analyzing phonological structures of speech (e.g., speech-language pathologist, learning disability teacher, reading teacher, special education consultant). Test Procedures Begin each task with the demonstration item, if provided. Give extra demonstration items if needed, but don't teach the concept. Prompts used in demonstration items may be used in test items. Begin each task with the first item (basal). For the Phonological Awareness subtests, discontinue testing after three consecutive items on a subtask are answered incorrectly (ceiling). The Decoding and Spelling tasks have no ceiling. If the student has a great deal of difficulty, testing may stop. On the Fluency subtest, the ceiling is reached if the student misses more than four words. All directions are printed on the test form. Some test items may not be appropriate for students with severe reading problems. Cease testing when enough information is obtained. Items mastered in previous testing do not have to be retested in post-measures. Testing Time 20-35 minutes Scoring Individual items are scored + for a correct response and 0 for an incorrect response. For the Phonological Awareness subtests 80% correct or greater is considered mastery of that particular skill. For the Decoding and Spelling subtests, use your professional judgment. For the Fluency subtest, record the time in seconds that it takes for the student to name the letters and read the passage. Refer to the charts in the test protocol for Rapid Letter Naming guidelines by age and Words Per Minute (WPM) expectations by grade level. The paragraph reading task is not scored if the student makes more than four errors. Space is provided on the test form to comment on the student's expression and phrasing. Statistics This respected test is a criterion referenced, not a norm-referenced instrument. Criterion-referenced tests compare the subject's mastery of the specified behaviors to the specified behaviors. Such tests are designed to provide information for instruction, not to compare students with each other.

Publisher: Linguisystems

Qualifications: A

Grade: 8 - 14