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Hearing and Recording Sounds in Words*In this task, the teacher tells the child a sentence to be written.*The child is encouraged to write what he can hear in the words dictated.*What the child does not hear will not get recorded.*Scores show how successful the child was at hearing the sounds in thewords and finding a possible way of recording these sounds in Englishspelling.*This is not a pure test of phonen^ic awareness because what the child haslearned about spelling, or orthography, may also turn up in his recording.

Administration:

^ The observer selects one of five alternative sentences to use in thisobservation.

^ Give the child the blank observation score sheet.

^ Observer says to the child, "I am going to read you a story. When Ihave read it through once I will read it again very slowly so that youcan write down the words In the story."

^ Read the test sentence to the child at a normal speed. Then say,"Some of the words arz hard. Say them slowly and think how you canwrite them. Start writing the words now."

•^ Dictate slowly, word by word. When the child comes to a problemword say, "You say it slowly. How would you start to write It? Whatcan you hear?"

^ Then odd, "What else can you hear?"^ If the child can not complete the word say, "We'll leave that word.

The next one is..."

/ You can point to where to write the next word if this helps the child.Keep giving supportive comments to keep the child working at thetask.

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Scoring:/ Use the form provided to record the child's version of the dictated

text

v' Write the actual text below the child's version after the task isfinished (similar to a running reading record)

y Score one point for each phoneme the child has recorded that isnumbered 1-37 on the examples

•/ Record the total out of 37•/ ScQrQ,vs are advised to be conservative rather than liberal if

comparable results avo. to be achieved across different scqtzvs-/ No partially correct response to ensure validity of scoring^ Additions and Omissions - If a letter does not have a number

underneath It in the scoring standards, it receives no score.^ Capital letters - acceptable for lower case letters and vice versa^ Substitute letters av& acceptable if in English, the sound is sometimes

recorded that way (e.g. 'c' for 'k')^ Changes in letter order - take one mark off for that word (e.g. gonig

for going - 4 points)^ Reversed letters - not correct of they could represent a different

letter

^ The observer should take additional notes on the following:- any sequencing errors- the omission of sounds- unusual use of space on the page- unusual placement of letters within words- partially correct attempts- "good" confusions

v^ Score the observation according to the scoring standards,calculate the total, and consult the stanlne table for theappropriate age group \

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Alternative Sentences for Hearing and Recording Sounds in Words with Scoring StandardsSelect one of the following alternative forms: A, B, C, D, or E.

115

Form A I h a V c a big dog at hom-e.1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16T 0 d a y I a m going to take h i m17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33t 0 s c hoo 1.

34 35 36 37

Form B M u m/Mom has go12 3 4 5 6 7 8

n e up9 10 11

t 0

12 13th e14 15

shop16 17 18

She will get milk and19 20 21 22 23 24 25 26 27 28 29 30 31 32 33bread.34 35 36 • 37

\ ••

FormC I c a n s e e th e r e d1 2 3 4 5 6 7 8 9 10 11

boat Ih a I w e a r e going12 13. 14 . 15 16 17 18 19 20 21 22 23 24 25 26t 0 h a V c a r i d e i n .27 28 29 30 31 32 33 34 35 36 37

FonmD Th c bus i s c 0 m i D g. I tI 2 3 4 5 6 7 8 9 10 11 12 13 14 15

will stop her16 17 18 19 20 21 22 23 24 25

t I e t m e

26 27 28 29 30 31 32E c t33 34 35

o n.

36 37

Form E Th c boy is riding h i s bike.1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18H' e can go very fast on it19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37

Observation task for hearing and recording sounds in words 113

%Administration

The observer selects one of five alternative sentences to use in this observation.

porm A

FormB

Form C

JForm D

FormE'

I. have a big dog at home. Today I am going to take him toschool. ; .

Mum/Mom has gone up to the-shop.' She virill get milk andbread.

I can see the red boatihatvire ai-e;gdirig to:haVfi'a ride-iii.-. 'The bus is coming. It will stop here to let me get on.

•Theboy4STiding.his;bijC(;,>j[^.etan^^^ >-...,'l:i'

The child is given credit for every phoneme (sound) that he vo-ites correctly, eventhough the whole word may not be correctly spelt. The scores give some indicationof the child's ability to 1) analyse the word he hears or says and 2) to find a way ofrecording in letters the sounds that he can hear. The children's scores change overtime from low to high as they become more competent at this kind of task.

To avoid a practice effect use one of the five alternative forms for an initialassessment and another alternative form for a subsequent reassessment.

Say to the child:

lam going to read you a story. When I have read it through once I will read it againvery slowly so that you can write down the words in the story.

Read the test sentence to the child at normal speed. Then say:

Some of the words are hard. Say them slowly and think how you can write them.Start writing the words now.

Dictate slowly, word by word. When the child comes to a problem word say:

You say it slowly. How would you start to write it?What can you hear?

Then add:

What else can you hear?

If the child cannot complete the word say:

We'll leave that word. The next one is ...

You could point to where to Vinrite the next word if this helps the child. Support thechild vvrith comments like those above to keep .the child working at the task.

HEARING AND RECORDING SOUNDS IN WORDSOBSERVATION SHEET

Date:

Name:. Age:

Recorder: Date of Birth:

(Fold heading under before child uses sheet)

TEST SCORE:

STANINE GROUP:

/37

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