Quick Phonological Awareness Screening (QPAS)Awareness... · Form A Quick Phonological Awareness Screening (QPAS) Last Name First Name Birth Date School Teacher Examiner Test Date

Quick Phonological Awareness Screening (QPAS)

Individuals completing this screening with students may contact the Speech and Language Pathologists or Student Success Coordinator to obtain support with regard to specific screening administration guidelines and/or training.

Frequently Asked Questions

Why is phonological awareness important? A student’s level of phonological awareness at the end of kindergarten is one of the strongest predictors of future reading success, in grade one and beyond (Adams et. al. 2008).

What is the purpose of the HPEDSB QPAS tool? There are a variety of tests and screening protocols available for the purpose of screening or assessing students’ phonological awareness skills. These tools vary with regards to the length of administration and the specific tasks that are assessed. The HPEDSB QPAS tool was designed for the purpose of obtaining a quick overview of a student’s phonological awareness skills. By administering this tool to an entire class or targeted group of students the scoring response form provides visualization of trends in performance, both within a specific student’s skills, as well as across an entire class or group. The development of this screening tool was made with consideration to the standardized PAT-2 (Phonological Awareness Test 2nd Edition) as well as screening tools developed by and used in other school boards.

What is the intended population for this screening tool? Typically it is expected that students master the skills of phonological awareness by grade two. While this screening tool may be completed with anyone, the HPEDSB QPAS tool was initially designed to screen the phonological awareness skills of the Kindergarten to Grade One populations. Should school personnel be interested in obtaining a more in-depth assessment of a students’ phonological awareness skills or would like to assess a student in an older grade, it is recommended that a standardized assessment tool is utilized rather than this quick screening protocol.

What is the purpose of various forms (Form A, Form B and Form C) There may be a variety of ways in which schools/classroom teachers may wish to use the HPEDSB- QPAS. For example an educator may wish to evaluate if a student has adequately obtained a specific skill after participating in guided instruction of that skill. Or an educator may wish to screen at various points throughout the school year for a quick view of progress in relation to all phonological skills. This is why there are 3 forms available so a different form of the HPEDSB-QPAS could be administered at each testing point to track progress over the year. Should individuals wish to administer the HPEDSB- QPAS frequently over a shorter period of time to evaluate or re-evaluate they are encouraged to use a different version each time to ensure reliability of results.

Can target words be repeated? Yes, target words and task instructions may be repeated to students.

If a child appears to ‘forget’ how to perform a skill part-way through a section can examples be provided? No, while task instructions may be repeated, examples are only able to be provided during the initial trails. If the administrator feels that a child needs more examples of the task during the trial phase they may provide them at that time (please see attached page for additional training items for each HPEDSB QPAS question); however once the presentation of the five test items begins, modeling, examples or support is not allowed.

Is it OK to accept nonsense words in the Rhyming Production Activity? Yes, nonsense words can be considered as correct answers in this screening activity. When asking students to generate rhymes, nonsense words are acceptable. What is being assessed is their ability to perform the rhyming task, not their vocabulary knowledge. It is important to remember that students do not have the same vocabulary base as adults and that they are still learning which sound sequences represent real words in English.

I used manipulatives (blocks) to help a child visualize the different sounds in a word. When the student was completing the Sound Segmentation activity they orally segmented the word /s- ă-t/ correctly, however they only pulled down two blocks. Should they be scored correctly? The students’ ability to segment each sound orally is the focus of this task; not their ability to count. As long as the administrator hears the student segment each sound individually their use of manipulatives should not be evaluated.

Additional Training Items

The samples below may be utilized should the school administrator feel that a student would benefit from additional training items during the trial phase of a question.

Item Task Instructions Additional Trial Examples

1. Rhyming Recognition “Tell me if these words rhyme…”

pit – mit; sand – sock; ship- hip

2. Rhyming Production “Tell me a word that rhymes with…”

ask the student to make a rhyme with their own name, a pets name or the examiners name

3. Word Awareness “How many words are in…” happy birthday; it’s time to eat, hit the ball

4. Syllable Awareness “Listen for each syllable or word part, how many syllables are in the word….”

how many syllables are in the student’s name?, the examiners name, the principals name?

5. Initial Sound Identification

“Tell me the first (or beginning) sound in the word…”

tac (t); dog (d); teacher (t), us (ῠ)

6. Sound Segmentation “Tell me all the sounds you hear in the word…”

dog (d-ŏ-g); fit ( f-ĭ-t); cool (k-ῡ-l)

7. Sound Blending “Listen to these individual sounds and tell me what word you hear…”

I am going to tell you a secret word and only say the sounds in the word. Can you guess these words? (k-ĭ-d ) kid; (b-l-ă-k) black; (t-ῡ) two

8. Final Sound Identification

“Tell me the last (or ending) sound you hear in the word…”

dot (t); food (d); time (m)

9. Medial Sound Identification

“Tell me the middle sound you hear in the word…”

page (ā), put (ῠ), mitt (ĭ)

10. Deletion Task “I am going to ask you to say a word and then say it again without one of its parts…”

Say hotdog, say it again but don’t say “hot” (dog) Say money, say it again but don’t say “mon” (knee) Say chip, say it again but don’t say “ch” (ip)

Adams, M. J., B. R. Foorman, I. Lundberg, and T. Beeler. Phonemic Awareness in Young Children: A Classroom Curriculum. Paul Brookes Publishing Co., 1998.

Form A Quick Phonological Awareness Screening (QPAS)

Last Name First Name Birth Date

School Teacher Examiner Test Date

Please see the attached FAQ sheet for additional training items for each question.

1. Rhyming Recognition Trial: “Tell me if these words rhyme: (can-man , to-up.)”. “Now tell me if these words rhyme…”

1. fat – sat

2. fin – map

3. cake – shake

4. look – book

5. play - stop

(Y)

(N)

(Y)

(Y)

(N) /5

2. Rhyming Production Trial: “Tell me a word that rhymes with pat” (nonsense words are ok). “Now tell me a word that rhymes with…”

1. bow

2. take

3. more

4. bop

5. star /5

3. Word Awareness

Trial: “Listen to this sentence [Provide blocks and move them as you say each word for ‘I like puppies’].” Say to the student “Now you try” and say the sentence again. “Now you use the blocks and show me how many words are in…”

1. He is very nice.

2. Sit down.

3. Please wash your hands.

4. Five boys and girls are reading.

5. Apples are good for you.

(4)

(2)

(4)

(7)

(5) /5

4. Syllable Awareness

Trial: “Listen for each syllable or word part that you hear in the word ‘computer’.” “ Now clap the word parts with me (com/pu/ter).” “Listen to each word and try it by yourself.”

1. rainbow

2. fish

3. sunflower

4. caterpillar

5. walking

(2)

(1)

(3)

(4)

(2) /5

5. Initial Sound Identification Trial: “Tell me the first (or beginning) sound you hear in soup; /sss/ is the beginning sound” (if student answers with the letter name ask them to tell the letter sound). “Tell me the first sound in…”

1. pin

2. tank

3. wipe

4. apple

5. kindergarten

(/p/)

(/t/)

(/w/)

(/a/)

(/k/) /5

6. Sound Segmentation

Trial: “Tell me what sounds you hear in the word cat.” “Let’s try /k-ă-t/.” “Now tell me what sounds you hear in the word…” (The test administrator gives test words normally and does not stretch them out. Only stretch out the word when giving the initial example).

1. sat

2. game

3. up

4. shoe

5. stop

/s- ă-t/

/g-ā-m/

/ῠ-p/

/sh-ῡ/

/s-t-ŏ-p/ /5

7. Sound Blending

Trial: “Listen to the sounds and tell me what this word is /b-ῠ-s/. (The word is /bus/). Tell me what this word is…”

1. /m-ē/

2. /s-ῡ-p/

3. /b-ă-t/

4. /t-ŏ-p/

5. /s-p-ῡ-n/

(me)

(soup)

(bat)

(top)

(spoon) /5


Trial: “Tell me the last (or ending) sound you hear in soup; /p/ is the last sound”. (if student answers with the letter name ask them to tell the letter sound) . “Tell me the last sound in…”

1. some

2. tug

3. laugh

4. lip

5. make

(/m/)

(/g/)

(/f/)

(/p/)

(/k/) /5

CONSIDERING INDIVIDUAL STUDENT READINESS, SENIOR KINDERGARTEN STUDENTS MAY STOP HERE


Trial: “Tell me the middle sound in soup; /ῡ/ is the middle sound. Tell me the middle sound in…”

1. cup

2. gas

3. toon

4. wish

5. mop

(/ῠ/)

(/ă/)

(/ῡ/)

(/ĭ/)

(/ŏ/) /5

10. Deletion Task Trial: “I am going to ask you to say a word and then say it again without one of its parts. Say ‘cowboy’, but don’t say ‘cow’.”

“Say” “Say it again but don’t say” Answer Response

/5

/5

/5

Word Deletion

1. baseball “base” ball 2. haircut “hair” cut 3. Sunday “Sun” day 4. railroad “rail” road 5. sometime “some” time

Syllable Deletion


6. return “re” turn 7. around “a” round 8. motel “mo” tel 9. almost “al” most 10. baby “ba” by

Phoneme Deletion


11. fat “/f/” at 12. seat “/s/” eat 13. shout “/sh/” out 14. snail “/s/” nail 15. thread “/th/” read

Development of this screening was made with consideration to the Phonological Awareness Test 2 (PAT2), Thames Valley District School Board (TVDSB) Phonological Awareness Screening Tool 2011 and Catts et. al Deletion Task 2001

Form B Quick Phonological Awareness Screening (QPAS)




1. Rhyming Recognition Trial: “Tell me if these words rhyme: (can-man , to-up.)”. “Now tell me if these words rhyme…”

1. no – so

2. came – same

3. pie – toe

4. tack – pack

5. sit - cat

(Y)

(Y)

(N)

(Y)

(N) /5

2. Rhyming Production

Trial: “Tell me a word that rhymes with pat” (nonsense words are ok). “Now tell me a word that rhymes with…”

1. wheel

2. line

3. lip

4. snap

5. tug /5

3. Word Awareness Trial: “Listen to this sentence [Provide blocks and move them as you say each word for ‘I like puppies’].” Say to the student “Now you try” and say the sentence again. “Now you use the blocks and show me how many words are in …”

1. Mike fell.

2. Catch the ball

3. I ate all of my lunch.

4. He loves kittens.

5. That girl runs fast.

(2)

(3)

(6)

(3)

(4) /5


Trial: “Listen for each syllable or word part that you hear in the word ‘computer’. “Now clap the word parts with me”. (com/pu/ter) “Listen to each word and you try it by yourself.”

1. sister

2. cow

3. bicycle

4. kindergarten

5. window

(2)

(1)

(3)

(4)

(2) /5


1. mouse

2. dig

3. laugh

4. open

5. sing

(/m/)

(/d/)

(/l/)

(/ō/)

(/s/) /5



1. pig

2. chew

3. spot

4. on

5. beep

/p-ĭ-g/

/ch-ῡ/

/s-p-ŏ-t/

/ŏ-n/

/b-ē-p/ /5

7. Sound Blending

Trial: “Listen to the sounds and tell me what this word is /b-ῠ-s/. (The word is /bus/). Tell me what this

word is….”

1. /m-ă-d/

2. /g-ō/

3. /m-ĭ-s/

4. /b-l-ŏ-k/

5. /l-ŏ-g/

(mad)

(go)

(miss)

(block)

(log) /5


Trial: “Tell me the last (or ending) sound you hear in soup; /p/ is the last sound”. (if student answers

with the letter name ask them to tell the letter sound) . “Tell me the last sound in…”

1. push

2. red

3. snow

4. tub

5. home

(/sh/)

(/d/)

(/ō/)

(/b/)

(/m/) /5




1. feet

2. mine

3. pool

4. mud

5. cake

(/ē/)

(/ī/)

(/ῡ/)

(/ῠ/)

(/m/) /5



/5

/5

/5

Word Deletion


Syllable Deletion



Phoneme Deletion




Form C Quick Phonological Awareness Screening (QPAS)




1. Rhyming Recognition

Trial: “Tell me if these words rhyme: (can-man , to-up.)”. “Now tell me if these words rhyme…”

1. pig – bus

2. can – fan

3. back – hit

4. jump – eat

5. fish - dish

(N)

(Y)

(N)

(N)

(Y) /5

2. Rhyming Production

Trial: “Tell me a word that rhymes with pat” (nonsense words are ok). “Now tell me a word that rhymes with…”

1. ball

2. cake

3. map

4. hug

5. skip /5

3. Word Awareness

Trial: “Listen to this sentence [Provide blocks and move them as you say each word for ‘I like puppies’].” Say to the student “Now you try” and say the sentence again. “Now you use the blocks and show me how many words are in …”

1. I like lemons.

2. Let’s play.

3. Reading is fun.

4. Please put on your coat.

5. The school bell rang.

(3)

(2)

(3)

(5)

(4) /5


Trial: “Listen for each syllable or word part that you hear in the word ‘computer’. “Now clap the word parts with me”. (com/pu/ter) “Listen to each word and you try it by yourself.”

1. brother

2. dog

3. dinosaur

4. alligator

5. teacher

(2)

(1)

(3)

(4)

(2) /5


1. game

2. puppy

3. foot

4. water

5. baby

(/g/)

(/p/)

(/f/)

(/w/)

(/b/) /5



1. see

2. happy

3. goat

4. play

5. ate

/s-ē/

/h-ă-p-ē/

/g-ō-t/

/p-l-ā/

/ā-t/ /5

7. Sound Blending

Trial: “Listen to the sounds and tell me what this word is /b-ῠ-s/. (The word is /bus/). Tell me what this

word is….”

1. /p-ŏ-p/

2. /v-ă-n/

3. /ĭ-t/

4. /s-ŏ-f-t/

5. / ῠ-p/

(pop)

(van)

(it)

(soft)

(up) /5


Trial: “Tell me the last (or ending) sound you hear in soup; /p/ is the last sound”. (if student answers

with the letter name ask them to tell the letter sound) . “Tell me the last sound in…”

1. clap

2. tick

3. pet

4. huge

5. off

(/pl/)

(/k/)

(/t/)

(/j/)

(/f/) /5




1. log

2. mug

3. bike

4. cape

5. sat

(/ŏ/)

(/ῠ/)

(/ī/)

(/ā/)

(/ă/) /5



/5

/5

/5

Word Deletion


Syllable Deletion



Phoneme Deletion




Q-PAS CLASS RESULTS Quick Phonological Awareness Screening

School: Teacher:

Please record student scores of 0-5 in each box. Upon completion of class screening, the grid can be shaded as follows to observe trends in data. Red for scores of 0-1 Yellow for scores of 2-3 Green for scores of 4-5

Student Name Rhyming

Recog. Rhyming

Prod. Word

Aware. Syllable Aware.

Initial Sound Ident.

Sound Seg.

Sound Blending

Final Sound Ident

Medial Sound Ident.

Deletion Task

Word Deletion

Syllable Deletion

Phoneme Deletion

Documents

Quick Phonological Awareness Screening (QPAS)Awareness... · Form A Quick Phonological Awareness Screening (QPAS) Last Name First Name Birth Date School Teacher Examiner Test Date