This phonemic awareness probe includes the developmental expectations and a set criterion for passing each section. It can be used with students after the first 9 weeks of Kindergarten and can be used for ANY age after that. ALL skills should be mastered by the end of 2nd grade. The first section will identify weaknesses in each of the areas of phonemic and phonological awareness along the appropriate developmental continuum. The second section looks at the application of the sounds of language to what they "look like" in print and the allowable letters and letters combinations to represent the 44 sounds of English. This information will help provide a window into the TYPE of difficulties the student may be having and where to pinpoint targeted intervention - is it phonemic and phonological awareness and/or phonics?
If the student has mastered age appropriate phonemic awareness, it is highly recommended to look at the scope and sequence of phonics that the student has been taught. has there been a logical progression of patterns that have been taught beginning with simple CVC patterns to the more complex syllable shapes? Were the word lists organized a central pattern (i.e. how to add plural -s to the end of words, the C and G Train pattern, when to double the final consonant when adding an inflectional suffix, etc.) If there has not been a systematic and explicit scope and sequence of instruction, there are likely gaps in the student's knowledge. This does not necessarily indicate dyslexia. It may instead be indicative of lack of instructional opportunity.