suyt t" dog Stretcheswordout d-o

Yopp-Sinser Test of Phoneme Seg_mentation
Gnidelines:
1. Have one test sheet for each child in the class.
2. Assess children individually in a quiet piace
3. Keep the assessment playftrl and game-like.
4. Explain the game to the child exactly as the directions specr$.
5. Model for the child what he or she needs to do with each of the practice words. Have them break apart each word with
you.
6. Children are given the following directions upon adrninistration ofthe test:
DIRECTIONS:
The teacher says, "Today we're going to play a word game. fm going to say a word and I want you to break the
word apart. You are going to say the word slowly, and then tell me each sound inthe word in order. For example, if I say
"old," you should say "oooo-1111-d. CIhe teacher says the sound, not the letters.) Let's try a few words together."
Try the practice items ride, go, and mah The teacher should help the child with each sample item - segmenting the item for
the child if necessary and encouraging the child to repeat the segmented words,
Then the child is given the 22 item test ff &e child responds correctly, the teacher says, "That's right. "
Use the following information as a zuide when vou correct the student's incorrect responses.
Ifthe child gives an incorrect respons€, he or she is corrected. The teacher provides the appropriate response.
' If the child responds
something
a partial segmentation (" ldl-lagl"), the teacher should record fhe response as given, then say
close, but you only separated some of tle sounds. Please sepamte all of them like this: dog is
with
like: "That's
ldl/o//gl."
'If a child restates the wor4 encourage separation of sounds sayrns "Yes, the word is dog." "Can you tell me all the sounds
you hear in the word 'dog'?" If the child continues to restiate the wor4 record that response.
'If the child responds by qpelling the worrd, say "Wow! You spelled that word! Very goo4 but what I am asking you to do
is tell me all the sormds, not the letters in the word". Let the child qy again and record that reqnme.
.If
a child shrugs, restiate the item and encourage a responss. Then,
if no respome is obtained provide the correct response
before moving to the next item
.Some children have phonological delays; their articulation is not firlly developed- It is not rmcommon to see a
kindergarfirer or fust grader who has diffioilty with the /# andlor h! souds. A child may proaormce "sat", for example, as
"tlut". If a child responds "t'thJ-/al-kf'for "sat", score tle response as correct, but note the a*iculation problem.
. Use this chart as a quick reference:
rime
Repeats word
Stretcheswordout
Spells letters in word
Says first and last sounds
Says anottrer word
Says a s€ntence
uses onser and
idl - i&lild
suyt
dog
d-o-g
ud* - *o" - ug"
{d/ - lgl
bark
I don't know
t"
,u-ro-rrrtou
td-/a-lg/
/d-lo-/g/
ld-lo-/g/
ldlo-lgl
ld-fo-lgl
ld-lo-lgl
Student Test Sheet
Yopp-Singer Test of Phoneme Segmentation
Student's
name F
Score (number
\iaS l-\c'dge
correct)
Date
_{tr{p_
9
iii'it',r''..r;'ii+ri:,1 Today we're going to play a word game. I'm going to say a word and I want you to break
the word apart. You are going to tell me each sound in the word in order. For example, if I say "old,"
you should say lo/-lU-/d/." (Administrator: Be sure to say the sounds, not the letters, in the word.) Let's
try a few together.
I'a';,,ri'r'rr: ile rir:i:(Assist the child
in segmenting these iterns as necessary.)
ride
Tr:i :ier;i l(Circle those items that the sfudent mrrectly segments; incorrect responses may be recorded
on the blank line following the item.)
@
2.
dog
keep
J.
fine
no
she
wave
grew
that
red
me
sat
lay
race
zoo
three
job
in
ice
at
top
by
do
lsJ-/r/ -laal
Ith/
-|il-ltJ
lrl
-|il-ldl
lsl
-|il-ltl
/rn/ - lg
lu-td
lrl -/il-lsl
lzl -
foo/
ll - lsl
til-ht
It!
-M-!p/
tDt - tu
ldl - loo/
Scoring: Students who segment all or nearly ali of tle items correctly (17:22 items correst) may be considered
phonemically aware. Students who correctly segment some items (7-16 correct) are displrying emerging phonemic
awareness. Students who are able to segment only a few items or none at all (05 items correct) laek appropriate lwels of
phonemic awfeness. Without irtervention, those shrdents scoring very low on the test are likely to experience difficulty
with reading and spelling
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Permission to Administer Informal Assessment
l, ({lfitl
lhW
ll
, give permission for a Kutzrown Universiry
(please print)
Teacher Candidate to administer the Yopp- Singer Phonemic Awareness informal assessment.
This assessment is a required project for the course EEU 300 Early Literacy Development and
Acquisition. A pseudonym, not the child's actual name, will
be used for the child's name
the project. This project will be shared with the professor of record and not disseminated.
,,'
(signature)
Name of KU Teacher Candidate conducting assessment
Signature of KU Teacher Candidate conducting assessment
DArE completed
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