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1、DirectionsforAdministeringandInterpretingtheBasicPhonicsSkillsTest(BPST-II)JohnShefelbine,CaliforniaStateUniversity,Sacramento,2001Purpose.TheBPST-IIisaninformaltestof(a)high-utility,spelling-soundrelationshipsforreadingsingle-syllablewordsand(b)syllabi
2、candmorphemicstrategiesforreadingpolysyllabicwords.Itisbestusedinconjunctionwithotherkindsofassessmentincludinggradedpassages,gradedwordlists,andmeasuresofphonemicawareness(especiallyblending).Thetestdirectlyassessesconsonantsoundsandnames,consonantdigr
3、aphs,shortvowels,andone-syllablewordswithsixcommonvowelpatterns:shortvowels,shortvowelswithconsonantblends,finale,longvoweldigraphs(lvd),r-controlled(r-c),andothervoweldigraphs(ovd).Inflectionalendingsanddifferentkindsofpolysyllabicpatternsarealsoexamin
4、ed.Students’responsescanalsobeusedtoindirectlyevaluatetheirknowledgeofblendingandthealphabeticnatureofreadinginEnglish.TheBPST-IIismostinformativewhenstudentsarereadingbelowafourthgradelevelonagradedwordlistsuchastheSanDiegoorongradedpassages.Atfourthgr
5、adereadinglevelsandabove,studentstentotknowmostofthecontent.Insuchcases,itmakesmoresensetoevaluateerrorsmadewhilereadingconnectedtextandhigherlevelgradedwordslists,payingparticularattentiontowhetherstudentsaremissingpolysyllabicwordsbecausetheyhavenever
6、heardofthem.Administration.Whengivingthetest,itisimportantthatyouplacetherecordingsheetonaclipboardandholditatananglesostudentsdonothavetowatchyouwritedowntheiranswers.Presentthe5x7cards,oneatatime.Useafifthblankcardtohelpstudentslookatjustonerowatatime
7、andtokeepthemfromgettingdiscouragedbythewordsthatfollow.Recordanswersasdirectedontherecordingsheet.Asstudentsrespond,givethemneutralfeedbackbycomplimentingthemontheireffortratherthangivinghintsastowhethertheywererightorwrong.Atnotimeshouldyougivethestud
8、entstheanswersincethisentailsteachingthetestandlimitsisfutureusefulness.Part1.Consonantnamesandsounds.Saytothestudent,“Tellmethesoundofeachoftheseletters.”Recordresponsesasdirected.Notedistortedsoundsbutsillcountthemascorrect.Aft
