Individual Phonemic Awareness IPA

1
Individual Phonemic Awareness (IPA)
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Knowledge Categories

• Letter Names
• Sound/Symbol Correspondence
• Telescoping and Segmenting
• Word Reading
• Sentence Reading (putting words together)
• Chapter III of Reading Manual (pp. 33-62)
• Administered to 100 students in Infants 1 and 2
• Timed for one minute

3
Characteristics of IPA

• Curriculum-based measures.
• Easy to create, administer, score, and interpret.
• Require students to produce a response so that
  educator observes rather than infers what the
  problems are.
• Useful for assessing individual students,
  consulting with teachers, or conducting
  inservices for teachers.

4
Characteristics of IPA (cont.)

• Both correct and error responses are recorded to
  provide information for diagnosis and
  intervention.
• Sensitive to change, even over short periods of
  time.
• Use multiple forms to ensure that you are
  assessing learning and not memorization.
• Use standardized administration to reduce
  systematic error in administration.

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IPA Sound/Symbol Identification
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IPA Letter Identification (same form)
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IPA Sound/Symbol Identification
Joe
09/12/02
i b o
nr i s
a nr s nr
4
8
Results
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Sounds Error Analysis
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IPA - Telescoping
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IPA - Telescoping
Student Joe
sam
pa
b b
No response
rat
cat
9/18
12
Box Plot
Distribution of Scores
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Manual page 177
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IPA Segmenting
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IPA Segmenting
Student Joe
a
fun
tab
n
t/t/t
p/p/cop
8
16

Manual page 177
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IPA Word and Sentence Reading SCORING
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IPA Word and Sentence Reading SCORING
nr
no
cat
mom
nr
nr
nr
stop

no
nr

2
19

Manual page 177
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IPA Word and Sentence Reading SCORING
The dog ran in the mud. 3
A nr cat sat nr nr nr 3
I sat in nr sun and nr it was fun.
5
11
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Manual page 177
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Summary for Joe




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Phonemic Awareness Intervention

• Analyze student performance in relation to the
  normative data
• Determine if the individual is discrepant from
  the norms. Are reading skills in a normal
  range?
• If NO, analyze individual performance.
• Determine what skills need to be taught and
  prioritize the order.
• Design and deliver instruction.

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Preskills for decoding words

• Letter sound correspondences

• Left to right direction

Auditory preskills
Telescoping Segmenting
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Design to Teach Letter-Sound Correspondences
Knowledge form
Simple fact - one to one relationship
Known preskills
m, s, c, f
Procedure a. example selection b. design c.
presentation
s
a
m
s
f
a
a
f
m
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Beginning Word Reading

• Guidelines for word lists (discrimination and
  practice)
• 8-10 words (initially 2 - 4 words)
• Usually 5-7 minutes of reading
• Unpredictable word order
• No pattern
• 30 - 50 of words contain new skill
• Alter position of word types and use of letters.