Letter And Sound Identification Assessment Sheet (Page 2 of 2) in pdf

8. Teacher points to a letter and asks, “What sound does this letter make?”

(Record student’s response.)

9. Have a piece of paper under the row being looked at so the child can focus

attention without being distracted by the following rows.

10. If a child does not respond, move on to the next item. You may wish to

encourage a response by asking, “Do you know its name?” “What sound

does it make?” If a child is obviously unable to complete the whole test, show

them one row of letters at a time and ask, “Which letters in this row do you

know?”

11. If a child seems hesitant, start with the first letter of his/her name, and then go

back to the first line. Be sure to work across, so the letters are in random order

for the child.

12. There are two ways that teachers may approach in completing this

assessment:

A. Test the child on the letter identification part, then the sound part. The

advantage of this procedure is that the testing situation can be interrupted

during the natural breaks between the different parts.

B. Test the children by having them identify the letter name, then the sound for

that letter. Then move to the next letter and repeat. The advantage to this

procedure is that a child who has great difficulty with one of the parts can

be successful in another right away.

ISSUES FOR DISCUSSION:

1. This assessment provides information regarding the child’s preferred mode of identifying

letters, as well as letters a child confuses and unknown letters, so they can be the focus for

instruction.

2. Following this assessment, the instruction should aim to improve the child’s ability to

distinguish letters one from another on any basis that works (not necessarily by letter-sound

relationships). Expand the child’s range of known letters allowing any distinction that works

for that child. As more and more letters are controlled, the child becomes ready for

systematic associations like alphabetic names and sound equivalents which can supplement

the original association the child chose.

SCORING THE LETTER/SOUND IDENTIFICATION:

Fill in the square where the child cannot name the letter. If the child correctly identifies all the

capital and lowercase letters, and all the sounds, please only fill in the squares for all capital

letters correct, all lowercase letters correct, and all correct under sound identification.

Letter And Sound Identification Assessment Sheet Page 2