The EFL Phonological Awareness Skills Test

A critical reflection on my experience of assessment in phonics and how this will implement my future practice. In this essay, I will be reflecting on my experience of a phonics assessment that I undertook with two children in a Reception class. The setting was in a school with two classes per year, in a large village. The children assessed were studying in Phase 3 of Letters and Sounds.

During the first session on February 1st, I began administering the Comprehensive Assessment of Spoken Language (CASL). This assessment was chosen to attain an overview of the client’s comprehension, expressive, and receptive skills, as well as semantic, syntactic, pragmatic, and figurative language skills. It was a recommendation by the clinician last semester to continue working on figurative language skills, grammatical use, and producing synonyms and antonyms given a word. The CASL is one of the few language assessments that assess figurative language, in addition to these further recommendations. Along with the core tests appropriate for V.E.’s age, (antonyms, syntax construction, paragraph comprehension, non-literal language, and

A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset-Rime Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading. The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe’s score for each level is as follows:

There are plenty of fun activities to do with children when trying to enhance their phonological awareness. Activities that involve using rhyming words, jingles, poems, and syllabus in particular can be very helpful when helping children enhance their phonological awareness.

would help to facilitate word recognition. The evidence also suggests that in most cases deficits in phonological skills associated with the ability to use speech codes are likely causes of dyslexia. Definitions of phonological processing are complex, Arrow (2016) defines

The EFL phonological awareness skills test was submitted to a jury of EFL experts (see appendix C) , they were asked to determine the validity of the instrument in terms of clear instructions , items and the questions' suitability for the pupils' level. They indicated that the tests instructions were clear and the passages were suitable for pupils' levels and background knowledge. Therefore, the test was a valid measure of phonological awareness skills (Face Validity).To ensure the content validity of the test, it was developed in the light of a systematic and accurate of literature and previous studies. This accurate and systematic review determined the general form of the test, its form

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.

This article examined three therapy approaches for children with phonological disorders. These three treatments were Modified Cycles, Maximal Opposition, and ABAB-Withdraw. The approaches were judged based on the results of three areas: phonetic inventory, phonological systems and distinctive features. The study of these treatments consisted of 94 children whose ages ranged from three years and nine months to eight years and five months. All children had differentiating severities of a phonological disorder, and the children were assessed before and after every treatment session.

When phonological awareness is worked on skills of attention, perception and visual amplitude are developed that allow to acquire greater fluency for reading.

This article examined phonological sensitivity of preschool-age children by using a variety of phonological sensitivity tasks that are said to be within the capabilities of preschool age children. The phonological sensitivity tasks included measures of rhyme oddity detection, alliteration oddity detection, blending, and elision. In addition, the article investigated SES (socioeconomic status) differences in phonological sensitivity during the children’s preschool years.

Within current research, it is acknowledged that phonological impairment may result in dyslexia. A study by Lobier, Zoubrinetzky, and Valdois (2012) suggests that while phonological impairment may be the root cause in some dyslexic patients, visual processing deficits may play a significant role in dyslexia, especially in patients without phonological difficulties. More specifically, the research aimed to support the hypothesis that the “underlying impairment responsible for the VA span deficit is visual, not verbal” (2012, p. 768). To support the hypothesis, the study was designed to compare the performance of typically-developing children and dyslexic children on visual attention span tasks with verbal and non-verbal stimuli. Non-verbal stimuli were included to demonstrate the absence of

There are many components to building a student’s reading skill set. One skill that is introduced in preschool and developed through the primary grades is phonemic awareness. The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes – individual sounds. The child becomes aware of how sounds are connected to words prior to reading. This awareness creates the understanding of how phonemes explains how the smallest part of sound creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words, and reassemble them, and then to alter the word into something different explains the concept behind phonemic awareness. It is the primary foundation in which other reading skill sets are according based.

According to Stanovich (1986) and Kaminksi & Powell-Smith (2016), phonological awareness stands out as the highest predictor of reading acquisition. Phonological Awareness (PA) is the process in which students learn that words are made up of phonemes (sounds) and learn each individual phoneme (Eissa, 2014). PA is the ability to recognize rhymes, counting syllables, and separating the beginning sound from the ending sound (e.g. /c/ from /at/) (Yopp & Yopp, 2000). More than twenty percent of kindergarten and first grade students struggle with an aspect of PA; furthermore eight to ten percent show significant delays (Trehearne, 2003).

In completing the CAP, I administered the Phonemic Awareness Skills Screener (PASS) to five of my seven students in my summer middle school English class. The results of the assessment are attached in the submission of the document. In looking at the raw data that I collected on my student’s phonemic awareness skills the area that every student needed to work on was phoneme segmentation or phoneme deletion.

ELLs in all grade levels are assessed annually, even students whose parents have declined ESL or bilingual services (Making the ELPS, 2015, p. 5-6). They set detailed learning goals for ELLs, that parents to be informed of their childs’ progress in English development, and help monitor exit program making decisions. The TELPAS have ratings for each language domain which also includes an overall composite rating from beginner through advanced high. The language domains are listening, reading, writing, and speaking, which are also rated from beginner to advanced high (Making the ELPS, 2015, p. 8). According to the TEA, the TELPAS use two approaches to assess students. One is an online multiple choice test that assess second though twelfth grade reading. The other is a holistic process to determine listening, speaking, and writing in kinder through twelfth grade (Making the ELPS, 2015, p. 9) The ELPS and the TELPAS go hand in hand, because the TELPAS measures how well the EPLS were taught. The results from the TELPAS should align with the ELPS proficiency level standards (Making the ELPS, 2015, p.