IDEL™ Training: Administration and Scoring of “Fluidez en la Segmentación de Fonemas” (FSF) Dynamic Measurement Group Supporting School Success One Step at a Time
Dec 14, 2015
IDEL™ Training:
Administration and Scoring of“Fluidez en la Segmentación de Fonemas”
(FSF)
Dynamic
Measurement
GroupSupporting School Success One Step at a
Time
© 2005, Dynamic Measurement Group 2
Fluidez en la Segmentación de Fonemas (FSF)
Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End
Preschool Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade
FUP
FNL
FSF
FLO
FRO
FPS
© 2005, Dynamic Measurement Group 3
Fluidez en la Segmentación de Fonemas (FSF)
• Big Idea:
• Benchmark Goal:
• Assessment Times:
• Phonemic Awareness
• 35 end of K– 18 at middle of K
• Kindergarten:Fall?, Winter, Spring
• First Grade:Fall, Winter, Spring
© 2005, Dynamic Measurement Group 4
Materials• Benchmark or progress monitoring
booklet• Clipboard• Stopwatch• Pen or pencil
© 2005, Dynamic Measurement Group 5
Indicador 1 Primer grado Fluidez en la Segmentaci—n de Fonemas IDELTM
TLP S’l
ella /e/ | /y/ /a/ bebˇ /b/ /e/ | /b/ /e/ ___/7 ___/4
grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o/ | /d/ /e/ /r/ __/10 ___/4
uvas /u/ | /v/ /a/ /s/ unas /u/ | /n/ /a/ /s/ ___/8 ___/4
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
avi—n /a/ | /v/ /i/ /o/ /n/ gato /g/ /a/ | /t/ /o/ ___/9 ___/4
visa /v/ /i/ | /s/ /a/ saca /s/ /a/ | /k/ /a/ ___/8 ___/4
pista /p/ /i/ /s/ | /t/ /a/ pa’s /p/ /a/ | /i/ /s/ ___/9 ___/4
plato /p/ /l/ /a/ | /t/ /o/ desde /d/ /e/ /s/ | /d/ /e/ __/10 ___/4
doble /d/ /o/ | /b/ /l/ /e/ nota /n/ /o/ | /t/ /a/ ___/9 ___/4
ojo /o/ | /j/ /o/ joya /j/ /o/ | /y/ /a/ ___/7 ___/4
nacer /n/ /a/ | /s/ /e/ /r/ feliz /f/ /e/ | /l/ /i/ /s/ __/10 ___/4
Todas Las Partes (TLP): ____ S’labas (S’l): ____
Tipos de errores: (no cuente monos’labos)
Fluidez en la segmentación de
fonemas (FSF)
1. Place scoring booklet on clipboard and position so that student cannot see what you record.
2. Say these specific directions to the student:
© 2005, Dynamic Measurement Group 6
Indicador 1 Primer grado Fluidez en la Segmentaci—n de Fonemas IDELTM
TLP S’l
ella /e/ | /y/ /a/ bebˇ /b/ /e/ | /b/ /e/ ___/7 ___/4
grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o/ | /d/ /e/ /r/ __/10 ___/4
uvas /u/ | /v/ /a/ /s/ unas /u/ | /n/ /a/ /s/ ___/8 ___/4
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
avi—n /a/ | /v/ /i/ /o/ /n/ gato /g/ /a/ | /t/ /o/ ___/9 ___/4
visa /v/ /i/ | /s/ /a/ saca /s/ /a/ | /k/ /a/ ___/8 ___/4
pista /p/ /i/ /s/ | /t/ /a/ pa’s /p/ /a/ | /i/ /s/ ___/9 ___/4
plato /p/ /l/ /a/ | /t/ /o/ desde /d/ /e/ /s/ | /d/ /e/ __/10 ___/4
doble /d/ /o/ | /b/ /l/ /e/ nota /n/ /o/ | /t/ /a/ ___/9 ___/4
ojo /o/ | /j/ /o/ joya /j/ /o/ | /y/ /a/ ___/7 ___/4
nacer /n/ /a/ | /s/ /e/ /r/ feliz /f/ /e/ | /l/ /i/ /s/ __/10 ___/4
Todas Las Partes (TLP): ____ S’labas (S’l): ____
Tipos de errores: (no cuente monos’labos)
Fluidez en la segmentación de
fonemas (FSF)
“Voy a decir una palabra. Después de que la diga, quiero que me digas todos los sonidos que tiene la palabra. Por ejemplo, si yo digo, “oso,” tú dices /o/ /s/ /o/.” Vamos a probar. (pausa) Dime los sonidos en “mesa.”
© 2005, Dynamic Measurement Group 7
Correction Procedure
RESPUESTA CORRECTA: Si el alumno dice /m/ /e/ /s/ /a/, usted dice,
RESPUESTA INCORRECTA:
Si el alumno dice cualquier otra respuesta, usted dice,
Muy bien. Los sonidos en la palabra “mesa” son /m/ /e/ /s/ /a/.
Los sonidos en la palabra “mesa” son /m/ /e/ /s/ /a/. Ahora te toca a ti. Dime los sonidos en “mesa”.
Bien. Aquí viene tu primera palabra.
© 2005, Dynamic Measurement Group 8
1. Say the first word and start your stopwatch.
2. Put a slash ( / ) through segments pronounced incorrectly.
3. Leave segments that are omitted blank.
4. If the student says the whole word, circle the entire word and give 0 points.
5. As soon as the student is finished saying the sounds, present the next word promptly and clearly.
Directions for Administration
© 2005, Dynamic Measurement Group 9
6. At the end of 1 minute, place a bracket after the last sound segment, stop presenting words and scoring further responses.
7. Add the number of correct sound segments.
8. Add the total number of correct syllables.
9. Record the total number of segments AND
syllables on the bottom of the scoring sheet.
Directions for Adminsitration cont…
© 2005, Dynamic Measurement Group 10
Timing and Wait Rules Continuous for 1 Minute
• Start the stopwatch after you say the first word.
• At the end of 1 minute place a bracket (]) after the last sound segment, say “stop” and stop your stopwatch. Do not present more words.
© 2005, Dynamic Measurement Group 11
Wait Rule for FSF3 Seconds
• Maximum time for each sound segment is 3 seconds.
• If the student does not say the next sound segment within 3 seconds, say the next word.
© 2005, Dynamic Measurement Group 12
Discontinue RuleFirst 5 Words
• If a student has not said any sound segments correctly in the first 5 words, discontinue the task and record a score of zero (0).
© 2005, Dynamic Measurement Group 13
Prompting Rule
• If a student has done the examples correctly and does not answer the questions correctly, say, “Recuerda decirme los sonidos en la palabra.”
• This prompt can be given once.
© 2005, Dynamic Measurement Group 14
Directions for Scoring
1. Underline the sound segments in the word the student produces that are correctly pronounced.
• Total Parts – Todas Las Partes (TLP): Students receive 1 point for each different, correct, part of the word – Same scoring rule as PSF.
• Syllable Parts – Sílabas (Síl): 1 point for each different, correct, syllable part, excluding one syllable words (no cuente monosílabos).
© 2005, Dynamic Measurement Group 15
Directions for Scoring cont…
2. Put a slash ( / ) through segments pronounced incorrectly.
3. Leave segments that are omitted blank.4. If the student says the whole word, circle
the entire word and give 0 points.
© 2005, Dynamic Measurement Group 16
Examiner says “abajo” student says “a...b...a...j...o”Examiner says “lista” student says “l...i...s...t...a”Examiner says “lana” student says “l...a...n...a”Examiner says “sala” student says “s...a...l...a”
Correct Phoneme SegmentationScoring Examples:
Underline Correct Sound Segments
TLP S’l
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ S’labas (S’l): ____
Tipos de errores: (no cuente monos’labos)
18
10 1
1
8 0
© 2005, Dynamic Measurement Group 17
Practice Scoring Phonemes
ella /e/ | /y/ /a/ bebé /b/ /e/ | /b/ /e/ ___/7 ___/4
grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o/ | /d/ /e/ /r/ __/10 ___/4
pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2
TLP Síl
Todas Las Partes (TLP): ____
Sílabas (Síl): ____ (no cuente monosílabos)
7
7 1
1
9 0
23
2
© 2005, Dynamic Measurement Group 18
Examiner says “abajo” student says “a...ba...jo”Examiner says “lista” student says “lis...ta”Examiner says “lana” student says “la...na”Examiner says “sala” student says “sa...la”
Correct Syllable SegmentationScoring Examples:
Underline Correct Sound Segments
TLP Síl
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
9
5 5
9
4 4
© 2005, Dynamic Measurement Group 19
Examiner says “abajo” student says “a...b...a...jo”Examiner says “lista” student says “l...i...s...ta”Examiner says “lana” student says “l...a...na”Examiner says “sala” student says “s...a...la”
Mixed Phoneme & Syllable Segmentation
Underline Correct Sound Segments
TLP Síl
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
14
8 3
5
6 2
© 2005, Dynamic Measurement Group 20
Practice Scoring Phonemes and Syllables
ella /e/ | /y/ /a/ bebé /b/ /e/ | /b/ /e/ ___/7 ___/4
grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o/ | /d/ /e/ /r/ __/10 ___/4
pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2
TLP Síl
Todas Las Partes (TLP): ____
Sílabas (Síl): ____ (no cuente monosílabos)
7
4 4
1
7 2
18
7
© 2005, Dynamic Measurement Group 21
Schwa Sounds Ə (in English /uh/)
Scoring Examples:Schwa’s are free with consonants
Examiner says “abajo” student says “a...bƏ...a...jƏ…o”Examiner says “lista” student says “lƏ...i...sƏ...tƏ…a”Examiner says “lana” student says “lƏ...a...nƏ…a”Examiner says “sala” student says “sƏ...a...lƏ…a”
TLP Síl
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
18
10 1
1
8 0
© 2005, Dynamic Measurement Group 22
Examiner says “abajo” student says “aba...jo”Examiner says “lista” student says “li...s...ta”Examiner says “lana” student says “lan…a”Examiner says “sala” student says “s...ala”
Incomplete Segmentation other than Syllable
Underline Correct Sound Segments
TLP Síl
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
9
5 2
2
4 0
© 2005, Dynamic Measurement Group 23
Practice Scoring Incomplete Segmentation
ella /e/ | /y/ /a/ bebé /b/ /e/ | /b/ /e/ ___/7 ___/4
grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/ /r/ __/10 ___/4
pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2
TLP Síl
Todas Las Partes (TLP): ____
Sílabas (Síl): ___ (no cuente monosílabos)
© 2005, Dynamic Measurement Group 24
5
4 2
0
5 1
14
3
Practice Scoring Incomplete Segmentation
ella /e/ | /y/ /a/ bebé /b/ /e/ | /b/ /e/ ___/7 ___/4
grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/ /r/ __/10 ___/4
pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2
TLP Síl
Todas Las Partes (TLP): ____
Sílabas (Síl): ___ (no cuente monosílabos)
© 2005, Dynamic Measurement Group 25
Give credit for each different, correct, sound segment of the word. Examiner says “abajo” student says “aba..ajo”Examiner says “lista” student says “lis..ta..a”Examiner says “lana” student says “la…a…na”Examiner says “sala” student says “sa…a…la˘¯¯
Overlapping Segmentation Scoring Examples:
TLP Síl
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
11
5 2
6
6 4
© 2005, Dynamic Measurement Group 26
Practice Scoring Overlapping Segmentation
ella /e/ | /y/ /a/ bebé /b/ /e/ | /b/ /e/ ___/7 ___/4
grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/ /r/ __/10 ___/4
pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2
TLP Síl
Todas Las Partes (TLP): ____
Sílabas (Síl): ___ (no cuente monosílabos)
© 2005, Dynamic Measurement Group 27
Practice Scoring Overlapping Segmentation
___/7 ___/4
/r/ __/10 ___/4
___/7 ___/2
TLP Síl
Sílabas (Síl): ___ (no cuente monosílabos)
ella /e/ | /y/ /a/ bebé /b/ /e/ | /b/ /e/
grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/
pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/
Todas Las Partes (TLP): ____
5
26
3
6 2
17
6
© 2005, Dynamic Measurement Group 28
Sound Elongation Underline Correct Sound Segments (approx 1 second per sound)
Examiner says “abajo” student says “aaaaabaaa..jooo”Examiner says “lista” student says “liiiiiiiisss..taaaa”Examiner says “lana” student says “laaaaaa…naaaaa”Examiner says “sala” student says “saaaaa…laaaa”.
TLP Síl
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
18
10 1
1
8 0
© 2005, Dynamic Measurement Group 29
Practice Scoring Sound Elongation (Trainee)
ella /e/ /y/ /a/
grasa /g/ /r/ /a/ /s/ /a/
uvas /u/ /v/ /a/ /s/
bebé /b/ /e/ /b/ /e/
poder /p/ /o/ /d/ /e/ /r/
unas /u/ /n/ /a/ /s/
© 2005, Dynamic Measurement Group 30
Practice Scoring Sound Elongation
ella /e/ /y/ /a/
grasa /g/ /r/ /a/ /s/ /a/
uvas /u/ /v/ /a/ /s/
bebé /b/ /e/ /b/ /e/
poder /p/ /o/ /d/ /e/ /r/
unas /u/ /n/ /a/ /s/
© 2005, Dynamic Measurement Group 31
Examiner says “abajo” student says “a..ba…jos”Examiner says “lista” student says “p…i…s…t…a”Examiner says “lana” student says “p…a…l…a”Examiner says “sala” student says “s…o…l…a”
Incorrect Sound Segment Slash (/) Incorrect Sound Segments
TLP Síl
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
11
6 1
1
5 0
© 2005, Dynamic Measurement Group 32
Additions
Additions are not counted as errors if they are separated from the other sounds in the word.
Examiner says “abajo” student says “a…ba…jos”
Examiner says “lista” student says “l…i…s…tra”
Examiner says “lana” student says “p…l…a…n…a”
Examiner says “sala” student says “s…a…l…a…s”
TLP Síl
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
13
5 2
2
8 0
© 2005, Dynamic Measurement Group 33
Practice Scoring Incorrect Sounds and Additions
ella /e/ | /y/ /a/ bebé /b/ /e/ | /b/ /e/ ___/7 ___/4
grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/ /r/ __/10 ___/4
pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2
TLP Síl
Todas Las Partes (TLP): ____
Sílabas (Síl): ___ (no cuente monosílabos)
© 2005, Dynamic Measurement Group 34
Practice Scoring Incorrect Sounds and Additions
___/7 __ /4
/r/ __/10 ___/4
___/7 ___ /2
TLP Síl
Sílabas (Síl): ___ (no cuente monosílabos)
ella /e/ | /y/ /a/ bebé /b/ /e/ | /b/ /e/
grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/
pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/
Todas Las Partes (TLP): ____
7
07
1
5 1
19
2
© 2005, Dynamic Measurement Group 35
Examiner says “abajo” student says “a…ba…(3 sec)”
Examiner says “lista” student says “l…i…t…a
Examiner says “lana” student says “l…n…a”
Examiner says “sala” student says “s…a…l…(3 sec)”
Omissions Leave Blank: Wait 3 seconds for elaboration
TLP Síl
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
12
6 2
2
6 0
© 2005, Dynamic Measurement Group 36
Examiner says “abajo” student says “abajo”Examiner says “lista” student says “lista”Examiner says “lana” student says “lana”Examiner says “sala” student says “sala”
No Segmentation/whole word Circle
TLP Síl
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
0
0 0
0
0 0
© 2005, Dynamic Measurement Group 37
“No sé” No Score
Examiner says “abajo” student says “a….(3sec)
Examiner says “lista” student says “l…i…(3sec)Examiner says “lana” student says “No sé” (3sec)Examiner says “sala” student says “s…a (3sec)” Do not underline; say the next word.
TLP Síl
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
5
3 1
1
2 0
© 2005, Dynamic Measurement Group 38
Sounds out of order Give credit for sound parts that are correct and in the correct
order Examiner says “abajo” student says “a…jo…ba”Examiner says “lista” student says “ta…lis”Examiner says “lana” student says “a…n…l…a”Examiner says “sala” student says “sa…a…l”
TLP Síl
abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5
lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
2
1 1
2
1 1
© 2005, Dynamic Measurement Group 39
Articulation and Dialect Imperfect pronunciation due to dialect, articulation, or
second language interference is not penalized.
Examiner says “fruta”, student says “flu…ta”. Examiner says “gusta”, student says “g..u..j..ta”. Examiner says “cinta”, student says “thin…ta”.Examiner says “visa”, student says “b..i..s..a”.
fruta
/f/ /r/ /u/ | /t/ /a/
gusta
/g/ /u/ /s/ | /t/ /a/
TLP ___/10
Síl ___/4
cinta /s/ /i/ /n/ | /t/ /a/ visa /b/ /i/ | /s/ /a/ ___/9 ___/4 Todas Las Partes (TLP): ___ Partes Sílabas (Síl): ____
6
6
3
12
2
5
© 2005, Dynamic Measurement Group 40
Practice Scoring (trainee)Indicador 2 Primer grado
Fluidez en la Segmentaci—n de Fonemas IDELTM TLP S’l
cree /k/ /r/ /e/ /e/ fina /f/ /i/ | /n/ /a/ ___/8 ___/2
le /l/ /e/ arriba /a/ | /rr/ /i/ | /b/ /a/ ___/7 ___/3
quepa /k/ /e/ | /p/ /a/ o’r /o/ | /’/ /r/ ___/6 ___/2
vivir /v/ /i/ | /v/ /i/ /r/ para /p/ /a/ | /r/ /a/ ___/8 ___/4
oro /o/ | /r/ /o/ otra /o/ | /t/ /r/ /a/ ___/7 ___/4
d’a /d/ /i/ | /a/ metal /m/ /e/ | /t/ /a/ /l/ ___/8 ___/4
forma /f/ /o/ /r/ | /m/ /a/ usar /u/ | /s/ /a/ /r/ ___/8 ___/4
aquel /a/ | /k/ /e/ /l/ tacos /t/ /a/ | /k/ /o/ /s/ ___/9 ___/4
porque /p/ /o/ /r/ | /k/ /e/ uno /u/ | /n/ /o/ ___/8 ___/4
masa /m/ /a/ | /s/ /a/ coche /k/ /o/ | /ch/ /e/ ___/8 ___/4
larga /l/ /a/ /r/ | /g/ /a/ tirar /t/ /i/ | /r/ /a/ /r/ ___/8 ___/4
globo /g/ /l/ /o/ | /b/ /o/ llegar /y/ /e/ | /g/ /a/ /r/ ___/9 ___/4
Todas Las Partes (TLP): ____ S’labas (S’l): ____
Tipos de errores: (no cuente monos’labos)
© 2005, Dynamic Measurement Group 41
Final Score
• Add number of correct phonemes for each line up to bracket.
• Total number of correct sound segments in space provided in lower right hand corner of probe.
Indicador 2 Primer grado Fluidez en la Segmentación de Fonemas IDELTM
TLP Síl
cree /k/ /r/ /e/ /e/ fina /f/ /i/ | /n/ /a/ ___/8 ___/2
le /l/ /e/ arriba /a/ | /rr/ /i/ | /b/ /a/ ___/7 ___/3
quepa /k/ /e/ | /p/ /a/ oír /o/ | /í/ /r/ ___/6 ___/2
vivir /v/ /i/ | /v/ /i/ /r/ para /p/ /a/ | /r/ /a/ ___/8 ___/4
oro /o/ | /r/ /o/ otra /o/ | /t/ /r/ /a/ ___/7 ___/4
día /d/ /i/ | /a/ metal /m/ /e/ | /t/ /a/ /l/ ___/8 ___/4
forma /f/ /o/ /r/ | /m/ /a/ usar /u/ | /s/ /a/ /r/ ___/8 ___/4
aquel /a/ | /k/ /e/ /l/ tacos /t/ /a/ | /k/ /o/ /s/ ___/9 ___/4
porque /p/ /o/ /r/ | /k/ /e/ uno /u/ | /n/ /o/ ___/8 ___/4
masa /m/ /a/ | /s/ /a/ coche /k/ /o/ | /ch/ /e/ ___/8 ___/4
larga /l/ /a/ /r/ | /g/ /a/ tirar /t/ /i/ | /r/ /a/ /r/ ___/8 ___/4
globo /g/ /l/ /o/ | /b/ /o/ llegar /y/ /e/ | /g/ /a/ /r/ ___/9 ___/4
Todas Las Partes (TLP): ____ Sílabas (Síl): ____
Tipos de errores: (no cuente monosílabos)
0 0
28
2435
72
4
3
3110
1
0
© 2005, Dynamic Measurement Group 42
Pronunciation Guide
• Different countries or regions of a country use different Spanish dialects. These pronunciation examples should be modified consistent with regional dialects and conventions.
• For example, /s/ as in gustar is pronounced as a /j/ in certain regions of Central America and the Caribbean. Our examples are typical of the pronunciation in Mexico City.
© 2005, Dynamic Measurement Group 43
Pronunciation Guide
Fonema Ejemplo Fonema Ejemplo /a/ hablar /l/ loro, habla /e/ gente, ellos /m/ mano, vamos /i/ hijo, iglesia /n/ nadie, tren, una /o/ oso, ruido /–/ ca–a, –and /u/ suyo, uno /p/ parque, pelo /b/ vista; combinaci—n /r/ rojo /k/ con, pico, peque–o /rr/ carro, corro /d/ dedo /s/ sapo, zapato /ch/ chocolate, leche /t/ tapa, boleto /f/ fino, cafˇ /x/ extra–o /g/ tango, gusta /y/ amarillo, ya /j/ gente; juvenil; Mˇ xico