Phonological Awareness Progress Monitoring


We know that phonological awareness is a key foundational skill for reading. Many schools and teachers are doing a great job incorporating this instruction into the classroom. However, it can be difficult to know if the students are really getting it and if they are making progress - or if they are just "going with the flow". Students at risk for dyslexia often are slower to pick up these skills than their peers and so it's really important to be able to monitor each individual student's progress in each of the core domains of phonological awareness. The skills that we are often thinking of include:

Sentence Segmenting - The ability to break sentences into their individual words (e.g., How many words do you hear in the sentence "the cat is black").

Auditory Discrimination/Word Recognition - Telling the difference between similar sounding words (e.g., "pig - big" are these words the same or different?).

Rhyme Recognition - Knowing when two words rhyme (e.g., "Do car and star rhyme? Do truck and trip rhyme?").

Rhyme Production - Being able to produce a rhyming word when given a target word (e.g., "Tell me a word that rhymes with fan.").

Onset-Rime Blending - Being able to blend word parts together to create a real word (e.g., "Tell me what word these sounds make /sn/ /ag/.").

Initial Sound Recognition - Being able to determine the first sound in a word (e.g., "What's the first sound in bat?" Answer - /b/).

Final Sound Recognition - Being able to determine the last sound in a word (e.g., "What's the last sound in top?" Answer - /p/).

Medial Sound Recognition - Being able to determine a middle sound in a word (e.g., "What's the second sound in and?" Anwer - /n/).

Syllable Blending - Blending syllables together to create a word (e.g., "What word do these sounds make: win - dow?" Answer - window).

Syllable Segmenting - Determining how many syllables are in a word (e.g., "How many syllables do you hear in the word Sunday?" Answer - 2).

Phoneme Blending - Blending sounds together to create a word (e.g., "What word do these sounds make: /k/ /a/ /t/?" Answer - cat).

Phoneme Segmenting - Isolating the sounds within a word (e.g., "How many sounds do you hear in which?" Answer - 3).

Initial Phoneme Deletion - Being able to take the first sound out of a word (e.g., "Say slip without the /s/ sound." Answer - lip).

Final Phoneme Deletion - Being able to take the last sound out of a word (e.g., "Say meant without the /t/ sound." Answer - men).

Phoneme Manipulation - Being able to rearrange the sounds within a word (e.g., "Say the sounds in make backward." Answer - came).

This week we wanted to share a way to finally keep track of that data in small group instruction. This is great for RTI groups, small-group classroom instruction, or small group or 1:1 intervention in a school or therapy/tutoring session. If you are interested in learning more about Phonological Awareness through the lens of dyslexia consider checking out our Professional Development courses.

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