The MLPP  Phonemic Awareness Assessment is adapted from B Taylor; P. Dewitz and Pearson’s The CIERA early assessment battery for studying schools that beat the odds. Taylor, B.; Dewitz, P.; & Pearson, P.D.  Conducting this assessment individually is the preferred setting, however, small group settings work as well.  Since the assessment is audible, the quietest environment that is possible is preferred.  There is a total of three Phonemic Awareness Assessment in this document.  The first one measures Rhyme Assessment and Rhyme Choice.  The teacher describes what a rhyme is to a student then offers examples of what words rhyme and don’t. I.E., Dark, Park rhyme – Dark, Dog, do not rhyme.  The assessment helps the teacher understand what they children know specifically about rhyme. 

   

    The second assessment is phonemic blending.  It offers a great opportunity for the teacher to sound out letters and have the student describe what word the letters make.  I.E., /D/ “pause” /O/ “pause” /G/ “pause”, correct response is DOG.

   

    The last assessment is phoneme segmentation.  Children generally recognize and connect letters with the initial consonant sound and slowly become aware of the ending consonant.  The most difficult sound placement for children to identify is the medial letter position in a word.  The purpose of this assessment is to ensure that students hear all three parts of the word.  The beginning, middle, and the end.   

 

• Found at Michigan Literacy Progress Profile

• Informal and Formal Assessment

• Students in K-1st grades and those that are below grade level in 2nd and 3rd

• Measures the students phonemic awareness in, Rhyme, Phonemic Blending, and Phonemen Segmentation

• The Assessment is approximately 15 minutes

• Small group setting but preferably individual.