Word level analysis
(Derewianka 2009)
Purpose:
To obtain and record an overview of a student’s use of grammar at the word level.
Accurate use of grammar shows language sophistication, where subtle changes in grammatical
use can change meaning. The aspects of grammar on the checklist are considered significant
markers of grammatical development.
It should be noted that most grammatical forms are mastered by eight years of age. Some errors
will still be evident in Kindergarten and Year 1 as part of normal development.
Note:
Grammar is significantly affected for students learning English as an
additional language. This is not considered as disordered.
Instructions
Use a language sample, or observations to record the student’s use of grammar on the
Assessing speech production
Pronunciation of speech sounds
Purpose:
To assess a student’s ability to produce speech sounds in words, identify difficulties
and target speech sounds for instruction/remediation.
Sounds are assessed at the beginning, at the end and in the middle (medial) of words.
Sounds are ordered according to how they are made and to represent a developmental
sequence. The words listed are appropriate to the early years of schooling.
Instructions
Step 1:
Show the student pictures representing one or more of the words listed on the
representing a speech sound.
Say ‘I’m going to show you some pictures. Tell me what you see’.
Step 2:
Wait for at least 10 seconds for a response. Prompt the student, if necessary,
using the first sound of the word or the entire word.
Step 3:
Record how the student says the word (phonetically) in the
Production
column.
Underline the error sound, eg if the child says ‘gog’ instead of ‘dog’, record ‘gog’.
Record any prompts required by the student in the
Production
column, that is:
• VP = verbal prompt (initial sound only is demonstrated to the student)
• IM = imitation (the whole word is demonstrated to the student).
Step 4:
Highlight the sounds that are pronounced incorrectly or omitted in the
Sounds
column.
For each sound pronounced incorrectly or omitted:
• circle the sound in the
Sound Families
list at the bottom of the record sheet
23
Support Materials for Students with Special Education Needs
English K–6
Speaking and listening
ASSESSMENT
