Aimsweb Earlylit Practiceexercises

Training
Early Literacy Scoring

and Practice Exercises
Letter Naming What is a Correct Letter Name?
Fluency Scoring • A correctly named letter.
• Confused “I’s and L’s” as a function of font. Letters that look alike will have different
names depending on the font and case. For these letters, either name is considered correct.
It is important that results
• Self-Corrections. If a student makes an error and corrects him/herself within 3 seconds,
are scored immediately
write “SC” above the letter and do not count it as an error.
after the 1-minute testing
is completed to ensure NOTE: Articulation and Dialect. A student is not penalized for imperfect pronunciation
accurate results. It is due to dialect, articulation, or second language interference. For example, if the student
also important to note consistently says /th/ for /s/and pronounces “thee” for “see” when naming the letter “C,”
any qualitative features he/she should be given credit for naming the letter correctly. This is a professional judgment
that you noted about and should be based on the student’s responses and any prior knowledge of his/her
the student during the speech patterns.
assessment. Students
receive 1 point for every What is an incorrect letter name?
correct sound provided in • Substitutions of a different letter for the stimulus letter (e.g., “P” for “D”).
1 minute. • Omissions of a letter.
• Stops or struggles with a letter for more than 3 seconds.
NOTE: Skipped Row. If a student skips an entire row, draw a line through the row and do
not count the row in scoring.
Checking Out Accuracy in Test Administration

Getting accurate student results should not depend on who tests the students. If we use
the standardized instructions and score correctly, different examiners should obtain about
the same results. To ensure that examiners are consistent in administration and scoring, we
recommend “check outs,” the process of observing each other administering Letter
Naming Fluency.
We use an accuracy of implementation rating scale (AIRS) like the one found after the
practice exercise. After we watch a trainee administer Letter Naming, we complete an AIRS
and provide feedback on accurate and consistent standardized testing.
Figuring Out Inter-Scorer Agreement

Because no test is perfectly reliable, we need to know how much two different examiners agree
on the same assessment. This process of obtaining inter-scoring agreement is done during and
after training to ensure that examiners are consistent in their scoring.
A simple formula for calculating inter-rater agreement is:

Lowest score/highest score= % agreement
For 2 examiners who scored Maggie’s LSF as 25 Correct Letter Sounds and 24
Correct Letter Sounds, their inter-rater agreement would be 96% as follows:
24/25= 96% agreement
2 | Early Literacy Scoring and Practice Exercises Copyright © 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Letter Naming Fluency practice exercise #1
a m L r P V x Q b Y /10 (10)
N x r L z i j A G n /10 (20)
Z n q z U w S F N G /10 (30)
l l R j k W u X p e /10 (40)
s H q k M b B j C n /10 (50)
S Z U J A Z r n v d /10 (60)
M k l U v j V x d F /10 (70)
1. Count the total number of letters the student read ______
2. Count the number of errors and subtract ______
3. Total number letters named correctly ______
Compare your scores with a partner and compute Inter-Scorer Agreement.
(Lowest Score) _____ /______ (Highest Score)= %______
Letter Naming Fluency practice exercise #2
s K i w b G Q x S o /10 (10)
q f h p N o L T A B /10 (20)
j r u J H f F R T O /10 (30)
w x a l o O e T v R /10 (40)
V p a v Y m S t O L /10 (50)
E S p f c I l t X m /10 (60)
C j K Z R r Y J S h /10 (70)
1. Count the total number of letters the student read ______
3. Total number letters named correctly ______
(Lowest Score) _____ /______ (Highest Score)= %________
Letter Sound What is a correct letter sound?
Fluency Scoring • Students must provide the most COMMON sound of the letter. A pronunciation
guide for most common sounds is in the appendix of the Early Literacy Workbook found
under the “yellow” downloads tab in your AIMSweb software. For example, /a/ would be
It is important that results the /a/ as in /CAT/ or /APPLE/ not the sound of /a/ as in /APE/.
• Confused I’s and L’s a function of font. These letters that look alike would have different
after the 1 minute testing
sounds depending on the font and case. For these letters, either sound is considered correct.
is completed to ensure
accurate results. Students • Self-Corrections. If a student makes an error and corrects him/herself within 3 seconds,
receive 1 point for every write “SC” above the letter and do not count it as an error.
correct letter sound NOTE: Articulation and Dialect. A student is not penalized for imperfect pronunciation
named in 1 minute. due to dialect, articulation, or second language interference. For example, if the student
consistently says /th/ for /s/ and pronounces “thee” for “see” when naming the letter “C”,
he/she should be given credit for naming the letter correctly. This is a professional judgment
and should be based on the student’s responses and any prior knowledge of his/her
speech patterns.
What is an incorrect letter sound?

• Substitutes a different sound for the stimulus letter sound. For example, /puh/
when the letter was /D/.
• Substitutes the less common sound for the stimulus letter sound. For example,
the /a/ pronounced as in /APE/
• Omission of a letter sound.
NOTE: Skipped Row. If a student skips an entire row, draw a line through the row and do

Getting accurate student results should not depend on who tests the students. If we use
the standardized instructions and score correctly, different examiners should obtain about the
same results. To ensure that examiners are consistent in administration and scoring,
we recommend “check outs,” the process of observing each other administering Letter
Sound Fluency.
practice exercise. After we watch a trainee administer Letter Sound Fluency, we complete an
AIRS and provide feedback on accurate and consistent standardized testing.


For 2 examiners who scored Maggie’s LSF as 25 Correct Letter Sounds and 24
Correct Letter Sounds, their inter-rater agreement would be 96% as follows:
Letter Sound Fluency practice exercise #1
d s f g z y l u e h /10 (10)
n s l b I u c y d r /10 (20)
w I f n t z o a b g /10 (30)
g c p j w I k h o r /10 (40)
i f h s z p a g u k /10 (50)
a t g v m z j p w u /10 (60)
y a b s r k w j e o /10 (70)
1. Count the total number of letter sounds read ______
3. Total the number of letter sounds read correctly ______
Compare your scores for Dakota with a partner and compute Inter-Scorer Agreement.
Letter Sound Fluency practice exercise #2
j u m c f b o z k r /10 (10)
r v h u e b I l n y /10 (20)
p f b r n j l I a y /10 (30)
r d f z h k l o v u /10 (40)
1. Count the total number of letter sounds read ______
3. Total the number of letter sounds read correctly ______
Phoneme What is a correct phoneme segment?
Segmentation Overlapping segmentation: The student receives credit for each different correct sound
segment of the word. Thus, /tri/ and /ick/ are both different, correct sound segments of
Fluency Scoring “trick.” For example,
Examiner says “trick,” student says “tri...ick”
It is important that results Examiner says “cat,” student says “c...cat”
after the 1-minute testing Schwa Sounds. Schwa sounds (/u/) added to consonants are not counted as errors. Some
is completed to ensure phonemes cannot be pronounced correctly in isolation without a vowel, and some early
accurate results. It is learning of sounds includes the schwa.
also important to note Examiner says “trick,” student says “tu...ru...i...ku”
any qualitative features Examiner says “cat,” student says “ku...a…tu”
that you noted about
Additions. Additions are not counted as errors if they are separated from the other sounds in
the student during the
the word.
assessment. Students
receive 1 point for every Examiner says “trick,” student says “t...r...i...ck...s”
correct segment provided Examiner says “cat,” student says “s...c...a...t”
in 1 minute. Articulation and Dialect. Imperfect pronunciations due to dialect or articulation are not
counted as errors.
What is an incorrect phoneme segment?

• Omissions (Example: “t…ick”)
• No segmentation (Example: “trick”)
• Segment mispronunciation (Example: “t…r…i…ks”)

Getting accurate student results should not depend on who tests the students. If we use the
standardized instructions and score correctly, different examiners should obtain about
the same results. To ensure that examiners are consistent in administration and scoring,
we recommend “check outs,” the process of observing each other administering Phoneme
Segmentation Fluency.
practice exercise. After we watch a trainee administer Letter Sound Fluency, we complete an
AIRS and provide feedback on accurate and consistent standardized testing.


For 2 examiners who scored Maggie’s PSF as 40 correct phonemes segmented and
38 Correct phonemes segmented, their inter-rater agreement would be 95% as follows:
Phonemic Segmentation Fluency Practice Exercise #1
safe /s//ai//f/ shine/sh//ie//n/ /6 (6)
stole /s//t//oa//l/ oil /oi//l/ /6 (12)
quick /k//w//i//k/ sick /s//i//k/ /7 (19)
things /th//i//ng//z/ chuck /ch//u//k/ /7 (26)
verbs /v//ir//b//z/ ropes /r//oa//p//s/ /8 (34)
stop /s//t//o//p/ salt /s//a//l//t/ /8 (42)
taste /t//ai//s//t/ do /d//oo/ /6 (48)
fight /f//ie//t/ ought /o//t/ /5 (53)
Count the total number of segments correct ______
Phonemic Segmentation Fluency Practice Exercise #2
winds /w//i//n//d//z/ few /f//y//oo/ /8 (8)
swung /s//w//u//ng/ drive /d//r//ie//v/ /8 (16)
stole /s//t//oa//l/ asked /a//s//k//t/ /8 (24)
same /s/ai//m/ shape /sh//ai//p// /6 (30)
it /i//t/ fair /f//ai//r/ /5 (35)
nap /n//a//p/ you /y//oo/ /5 (40)
sort /s//or//t/ picked /p//i//k//t/ /7 (47)
Count the total number of segments correct ______
Nonsense Word What is a correct letter sound?
Fluency Scoring The number of correct sounds is counted, this can be calculated by the individual sounds in the
word or by the number of sounds in the complete word if the nonsense word is read as an
intact word.
It is important that results • Correct Letter Sounds. Underline the individual letters for phonemes produced correctly
are scored immediately in isolation and give credit for each letter-sound correspondence produced correctly. For
after the 1-minute testing example, if the stimulus word is “ik” and the student says /i/ /k/, the individual letters would
is completed to ensure be underlined, i k, with a score of 2.
accurate results. It is
also important to note • Correct Words. Underline the entire word if a student reads the word rather than the
any qualitative features individual phonemes. For example, if the nonsense word to be read is “bik” and the student
that you noted about says “bik”, the entire word would be underlined with a single line b i k. The student would
the student during the receive a score of 3.
assessment. Students • Self-Corrections. If a student makes an error and corrects him/herself within 3 seconds,
receive 1 point for every write “SC” above the letter or word and count it as correct.
correct sound provided in
1 minute. • Sounds Produced Out of Order. Letter sounds produced in isolation but out of order
are scored as correct. For example, if stimulus word is “sim” and the student says, /m/ /i/
/s/, all letters would be underlined, s i m, with a score of 3.
• Blended letter sounds must be correct and in the correct place (beginning,
middle, and end) to receive credit. For example, if stimulus word is “sim” and the
student says, “mis”, only the “i” would be underlined, i, with a score of 1 because only the “i”
was correct and in the correct place.
NOTE: Articulation and Dialect. A student is not penalized for imperfect pronunciation
due to dialect, articulation, or second language interference. For example, if the student
consistently says /th/ for /s/ and pronounces “thee” for “see” when naming the letter “C”,
he/she should be given credit for naming the letter correctly. This is a professional judgment
and should be based on the student’s responses and any prior knowledge of his/her
speech patterns.
What is an incorrect letter sound?

• Incorrect Letter Sounds. Put a slash (/) through any individual phonemes produced
incorrectly in a word. For example, if the stimulus word is “sim” and the student says “sem”,
the letters “s” and “m” would be underlined and the letter “e” would have a slash through it.
The student would receive a score of 2.
• 3-Second Rule. Students may read sound-by-sound, or word-by-word. Choose
the 3-second rule that corresponds to how the student is reading. Sound-by-
Sound. If the student struggles with a sound for 3 seconds, say the sound, mark it as incorrect
by drawing a slash (/) through it. Point to the next sound and say “what sound? Word-by-
Word. If a student struggles with a word for 3 seconds, say the word, mark it as incorrect by
drawing a slash (/) through the entire word. Point to the next word and say “what word?”
• Repeated Sounds. Letter sounds pronounced twice while sounding out the word are
given credit only once. For example, if stimulus word is “sim” and the student says, /s/ /i/ /
im/, the letter “i” is underlined once and the student receives 1 point for the phoneme “i”
even though the letter “i” was pronounced correctly twice. The student would receive a
score of 3.
Nonsense Word Fluency • Insertions. Insertions are not scored as incorrect. For example, if the stimulus word is “sim”
Scoring continued
and the student says “stim”, the letters “s,” “i,” and “m” would be underlined and full credit
would given for the word with no penalty for the insertion of /t/.
Note: Skipped Row. If a student skips an entire row, draw a line through the row and do

Getting accurate student results should not depend on who tests the students. If we use the
standardized instructions and score correctly, different examiners should obtain about
the same results. To ensure that examiners are consistent in administration and scoring, we
recommend “check outs,” the process of observing each other administering Nonsense
Word Fluency.
practice exercise. After we watch a trainee administer Nonsense Word Fluency, we complete
an AIRS and provide feedback on accurate and consistent standardized testing.


For 2 examiners who scored Maggie’s LSF as 25 Correct Sounds and
24 Correct Sounds, their inter-rater agreement would be 96% as follows:
Nonsense Word Fluency Practice Exercise #1
kab ret nek al vuf /14 (14)
sek koj boc mep tut /15 (29)
wep tod bep fum kep /15 (44)
bef ik zut sen sal /14 (58)
vez tuv yoz ug kal /14 (72)
Count the total number of segments read______
Nonsense Word Fluency Practice Exercise #2
jok nek wap dit bif /15 (15)
zur wif poj mac dal /15 (30)
luc rej muv jud liv /15 (45)
hib kod vid mik bov /15 (60)
nom dec jij dup pak /15 (75)
Count the total number of segments read______

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Training

Early Literacy Scoring

Checking Out Accuracy in Test Administration

Figuring Out Inter-Scorer Agreement

A simple formula for calculating inter-rater agreement is:

2. Count the number of errors and subtract ______

3. Total number letters named correctly ______

Compare your scores with a partner and compute Inter-Scorer Agreement.

(Lowest Score) _____ /______ (Highest Score)= %______

2. Count the number of errors and subtract ______

3. Total number letters named correctly ______

Compare your scores with a partner and compute Inter-Scorer Agreement.

(Lowest Score) _____ /______ (Highest Score)= %________

What is an incorrect letter sound?

Checking Out Accuracy in Test Administration

Figuring Out Inter-Scorer Agreement

A simple formula for calculating inter-rater agreement is:

2. Count the number of errors and subtract ______

3. Total the number of letter sounds read correctly ______

(Lowest Score) _____ /______ (Highest Score)= %________

1. Count the total number of letter sounds read ______

2. Count the number of errors and subtract ______

3. Total the number of letter sounds read correctly ______

(Lowest Score) _____ /______ (Highest Score)= %________

What is an incorrect phoneme segment?

Checking Out Accuracy in Test Administration

Figuring Out Inter-Scorer Agreement

A simple formula for calculating inter-rater agreement is:

safe /s//ai//f/ shine/sh//ie//n/ /6 (6)

stole /s//t//oa//l/ oil /oi//l/ /6 (12)

quick /k//w//i//k/ sick /s//i//k/ /7 (19)

things /th//i//ng//z/ chuck /ch//u//k/ /7 (26)

verbs /v//ir//b//z/ ropes /r//oa//p//s/ /8 (34)

stop /s//t//o//p/ salt /s//a//l//t/ /8 (42)

taste /t//ai//s//t/ do /d//oo/ /6 (48)

fight /f//ie//t/ ought /o//t/ /5 (53)

Count the total number of segments correct ______

Compare your scores with a partner and compute Inter-Scorer Agreement.

(Lowest Score) _____ /______ (Highest Score)= %________

winds /w//i//n//d//z/ few /f//y//oo/ /8 (8)

swung /s//w//u//ng/ drive /d//r//ie//v/ /8 (16)

stole /s//t//oa//l/ asked /a//s//k//t/ /8 (24)

same /s/ai//m/ shape /sh//ai//p// /6 (30)

it /i//t/ fair /f//ai//r/ /5 (35)

nap /n//a//p/ you /y//oo/ /5 (40)

sort /s//or//t/ picked /p//i//k//t/ /7 (47)

Count the total number of segments correct ______

Compare your scores with a partner and compute Inter-Scorer Agreement.

(Lowest Score) _____ /______ (Highest Score)= %________

What is an incorrect letter sound?

Checking Out Accuracy in Test Administration

Figuring Out Inter-Scorer Agreement

A simple formula for calculating inter-rater agreement is:

kab ret nek al vuf /14 (14)

sek koj boc mep tut /15 (29)

wep tod bep fum kep /15 (44)

bef ik zut sen sal /14 (58)

vez tuv yoz ug kal /14 (72)

Count the total number of segments read______

Compare your scores with a partner and compute Inter-Scorer Agreement.

(Lowest Score) _____ /______ (Highest Score)= %________

jok nek wap dit bif /15 (15)

zur wif poj mac dal /15 (30)

(Lowest Score) _ / (Highest Score)= %____

(Lowest Score) _ / (Highest Score)= %______

(Lowest Score) _ / (Highest Score)= %______

(Lowest Score) _ / (Highest Score)= %______

(Lowest Score) _ / (Highest Score)= %______

(Lowest Score) _ / (Highest Score)= %______

(Lowest Score) _ / (Highest Score)= %______

(Lowest Score) _ / (Highest Score)= %______