| MRP PublishersTM | ||||||||||||||||||||||||
| TEST OF PHONICS SKILLS | ||||||||||||||||||||||||
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| ToPhS | ||||||||||||||||||||||||
| Test Introduction | ||||||||||||||||||||||||
| The objective of teaching students to read using the phonics approach is to build decoding skills which are vital in deciphering unknown words. Assessments that require recall of sight words measure dissimilar skills than those required to decode unknown words. Therefore, tests that measure sight word recall skills and tests that measure word analysis skills must be separate. Tests that assess both skills at the same time are inadequate to rely on for specifically poignant data, because of the differences in objectives. Tests that assess both skills simultaneously are useful, however inadequate for determining a student's placement in a curriculum that requires decoding skills. Inaccurate analysis and diagnosis of skills needed in basic reading can lead to inefficient and fragmentary skills in a literacy program. | ||||||||||||||||||||||||
| A diagnostic phonics assessment that measures phonics skills through recognition, identification and articulation of letter sounds, blends, and words is a necessity. This test must be primarily used to place a student at a skill level in the scope and sequence of a literacy program. This instrument can be exercised as a resource for testing, not only, decoding (enunciation), but encoding (spelling) phonics skills. In contrast, many criterion-referenced-reading tests incorporate sight words memorization for determining grade placement. While ToPhS utilizes only phonetically spelled words to inventory decoding skills for sequential growth. The grade level skills in this test have been criterion-referenced by research of the most recently published texts of several widely used tests and phonics programs combined. The aim of this reading inventory of basic skills is primarily for use in elementary, however middle and high school underachievers may benefit from the use of this Test of Phonics Skills. | ||||||||||||||||||||||||
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