Take our Phonological Test
This test is excellent in testing your child's ability to use key language areas and identifying potential areas of deficiency
The test consists of the following parts:
- Rhyming
- Segmentaiton
- Isolation
- Deletion
- Substitution
- Blending
- Graphemes
- Decoding
- Result
It will take approximately 30min to complete. Some choose to complete it in parts. Note there are no pictures to focus solely on written language.
Taking this test will allow you to test your child's language skills and point to possible areas of concern. Using our results page, you can then better understand if your child may suffer from a learning disability
We recommend that the test take place in the morning when the child will be better able to focus for an extended period of time.
BEGIN
Rhyming
Discrimination
Do the following words rhyme:
- say/pay
- cat/hat
- table/tail
- desk/deck
- boat/soat
Production
Can you give me a rhyme for the following:
- sit
- cable
- carpet
- silly
- hippo
Segmentation
Sentences
Read the following sentence and have your child clap one time for each word he/she hears.
- My cat is silly.
- The book is on the desk.
- The brown dog ran down the street.
- My family is going to Florida.
Compound Words
Read the following words and have your child clap once for each little word in the compound word.
- snowman
- cowboy
- butterfly
- airport
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Syllables
Read the following words and have your child clap once for each syllable.
- singing
- baby
- heavier
- picture
Phonemes
Read the following words and have your child repeat each sound in the word.
- my
- couch
- depart
- playtime
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Isolation
Initial Sounds
Read the following words out loud and have your child repeat the initial sound.
- desk
- chair
- watermelon
- shy
Final
Read the following words out loud and have your child repeat the final sound.
- mat
- mouse
- push
- song
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Medial
Read the following words out loud and have your child repeat the final sound.
- cat
- door
- sky
- chair
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Deletion
Compounds and Syllables
Say each word once and then have your child repeat each word leaving off one part. For example, say "cowboy" and now say it again without the "boy"
- "airport" (again, without "port")
- "snowball" (again, without "snow")
- "watermelon" (again, without "on")
- "hippo" (again, without "hip")
Phonemes
Repeat the above exercise leaving off one sound. Make sure your child repeats the sound and not the letter name.
- cat without the "c"
- meat without the "t"
- ship without the "ip"
- stop without the "t"
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Substitution
Say each word out loud to your child. Instruct him/her as to which sound you would like changed and then have the new word repeated back.
- Say "cat". Now replace the "c" with "m"
- Say "boy". Now replace the "oy" with "ay"
- Say "pail". Now replace the "ai" with "i"
- Say "whale". Now replace the "wh" with "st"
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Blending
Say each syllable slowly in the word and have your child repeat what he/she thinks the word is. Pause one second on the dots.
Syllables
- "card...board"
- "mail...man"
- "hip...po"
- "pho...to...cop...y"
Phonemes
- "p...l...ay"
- "sh...i...p"
- "m...e...sh"
- "s...c...r...ee...n"
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Graphemes
Say each syllable slowly in the word and have your child repeat what he/she thinks the word is. Pause one second on the dots.
Consonants
- b
- c
- d
- g
- p
- r
- x
Short Vowels
- a
- e
- i
- o
- u
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Long Vowels (held for two second)
- a
- e
- i
- o
- u
Vowel Digraphs
- ee
- ea
- oe
- oa
- ai
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R-controlled Vowels
- ar
- er
- ir
- or
- ur
Consonant Blends
- ar
- er
- ir
- or
- ur
Consonant Digraphs
- bl
- cl
- fl
- gl
- fr
- sk
- spr
- chr
- phr
- tw
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Decoding
Have the student read the following nonsense words.
- ap
- jk
- ap
- sap
- glip
- stibe
- saim
- burg
- tham
- chup
- whick
- mish
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Congradulations! You're finished!
Results
Difficultly with Parts I, II, III, IV, V & VI
If the student struggles with any aspect of this they may be having difficulty processing sounds. If this is the case your child could be dyslexic. Dyslexics lack phonemic awareness and struggle with auditory processing.
Difficultly with Parts VII & VIII
If the student struggles with any of the activities in Parts VII or VIII they may have missed something in the early stages of reading development or could be struggling with a learning disability. Children who struggle with these activities have difficulty with sight words and often forget the sounds that letters make. They lack the skills necessary to decode unfamiliar words.
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