Placement
Timed performance provides a measure of how quickly students are able to recognize and produce letter names; in addition, timed performance often reveals, through hesitations or errors, letter names that are not secure. We begin our basic-skill assessments of students by asking them to say the names of the letters of the alphabet, using the […]
Random Letter Recognition
TSOL Alphabet Board
There are many programs successfully used to teach alphabet recognition. When there is not time for extended work or when confusions have persisted, the Alphabet Board procedure provides both instruction and prompt evaluation of learning. The document contains directions for creation and use of the Alphabet Board; it also contains the student record sheets and […]
Timed Sound/Spelling Correspondences
The See/Say/Sounds task, created by Elizabeth Haughton, is used to establish a baseline measurement of both accuracy and automaticity (fluency) of students’ ability to recognize and produce the sounds for the spellings of English. One-minute timings of consonants and vowels provide scores, which are compared to rates achieved by students who read efficiently. If it […]
Diagnostic Testing Recommendations
TSOL Assessment and Tracking Forms
This document explains the Student Assessment/Baseline Form and the Yearly Progress Tracker. Sample forms are presented and explained.