0
Acadience Learning Online Acadience Data Management Log In to Mentors' Network
  • Acadience Reading
    • Pre-K: PELI
    • K–6
    • 7–8
    • Español
    • Français
    • Survey
    • Diagnostic
    • RAN
    • Spelling
  • Acadience Math
    • K–6
  • Training
    • Live Training
    • Online Training
  • Resources
    • Help Center
    • Blogs & Webinars
    • Data Services
    • Mentors’ Network
    • Parent
    • Pathways of Progress
    • Presentations and Publications
    • Research and Projects
    • Store
  • About Us
    • About Us
    • Careers
    • News
Select Page
  • Acadience Assessments
    • Acadience Math K-6
    • Acadience Reading K-6
  • Acadience Learning Online (ALO)
    • Access and Permissions
    • Data Views and Reports
    • Digital Assessment Administration and Scoring
    • Getting Started in the System
    • Manual Entry of Scores
    • Navigation and Features
  • Frequently Asked Questions
  • Professional Learning
  • Acadience Assessments
    • Acadience Math K-6
    • Acadience Reading K-6
  • Acadience Learning Online (ALO)
  • Frequently Asked Questions
  • Professional Learning

Phoneme Segmentation Fluency (PSF)

What is PSF?

Phoneme Segmentation Fluency (PSF) is a brief, direct measure of phonemic awareness. PSF assesses the student’s fluency in segmenting a spoken word into its component parts or sound segments. A correct sound segment is any different, correct part of the word the student says.

The total score is the number of correct sound segments that the student says in 1 minute. For example, if the assessor says the word fish and the student says /f/ /i/ /sh/, the student has completely and correctly segmented the word into its component sounds and the score is 3 correct sound segments. If the student says /f/ /ish/, the score is 2 correct sound segments.

Partial credit is given for partial segmentation. A student who is developing phonemic awareness may not yet segment words completely into individual sounds but may segment parts of words. For example, a student who says the first sound of the word sun (/s/) receives 1 point. A student who says the onset and rime (/s/ /un/) receives 2 points and a student who completely and correctly segments all of the individual phonemes in the word (/s/ /u/ /n/) receives 3 points.

Note that consonant blends have two or more phonemes that should be produced separately for a student to receive full credit. For example, for the word trap, a student who says /tr/ /a/ /p/ receives partial credit of 3 points, and a student who says /t/ /r/ /a/ /p/ receives the full 4 points. Allowing partial credit in scoring increases the sensitivity of the measure, thus making it possible to measure growth from partial to complete segmentation. Although partial credit is given, the preferred response is for students to completely segment words at the phoneme level by the end of kindergarten.

 

Overview

Essential Early Literacy and Reading Skill  

  Phonemic Awareness

Administration Time  

1 minute

Administration Schedule  

Middle of kindergarten to beginning of first grade

Score  

Number of correct sound segments (different, correct parts of the words) the student says in 1 minute

Wait Rule  

If the student does not respond within 3 seconds, say the next word.

Discontinue Rule  

Zero correct sound segments in the first five words

 

Scoring Rules and Tips

The student receives 1 point for each different, correct sound segment produced in 1 minute.

  1. Mark each correct sound segment a student says. Correct sound segments are different, correct parts of the word. Blended sounds or partially correct segments should be marked exactly as the student said them, and 1 point given per mark. 
    • The student does not receive credit for sound segments that are not said.
    • If the student repeats a sound in adjacent segments, the student receives credit as long as each segment is a different, correct part of the word.
    • The student cannot receive more points for a word than the maximum number of phonemes in the word.
    • Added sounds are disregarded in scoring if they are separated from the other sounds in the word. If a student consistently adds sounds to words, make a note and follow up to determine why this is happening.
    • Schwa sounds (/u/) added to a sound are not counted as errors. If a student consistently adds the schwa sound, make a note.
    • The student receives full credit for elongating sounds, if that is how he/she is being taught to segment sounds in words, and the assessor judges that the student demonstrates awareness of each individual sound in the word.
  2.  Mark any incorrect sound segment. Score the entire sound segment as correct or incorrect.
    • The sound segment is judged in its entirety to be correct or incorrect.

For more information please see the Assessment Manual located on the

Acadience® Reading K–6 download page.

 

 

  • Assessments
  • Professional Learning
  • FAQs
  • About Us
  • LinkedIn
  • Facebook
  • X
  • Acadience Policies & Terms of Service
  • Professional Learning Terms of Service
  • Digital Products Terms of Service
Acadience® and PELI® are registered trademarks of Acadience Learning Inc. Pathways of Progress™ is a trademark of Acadience Learning Inc. © Acadience Learning Inc.

Name:

Type:

View

Crop Image

  1. The Training Materials may not be altered or incorporated into or compiled with other materials, either in whole or in part, by any means, electronic, print, or otherwise, without the prior written permission of Acadience Learning Inc. Alteration includes, but is not limited to, changes to font, sequence, content, or the removal of the words “Acadience” or “Acadience Learning Inc.” No part of the Training Materials may be used to make other works based, in whole or in part, on the Training Materials.
  2. The Training Materials may not be copied, distributed, displayed, or reproduced in any format or media (e.g., print, DVD, web pages, learning management platforms) without the prior written permission of Acadience Learning Inc.
  3. The provisions of the preceding paragraph to the contrary notwithstanding, Mentor may:
    1. print a paper copy of the Training Materials for Mentor’s own use in preparing for and providing training within
      the scope of use authorized above in Section 1;
    2. download the Training Materials onto the computer that Mentor uses to conduct training within the scope of use authorized above in Section 1, and
    3. display the PowerPoint slides contained within the Training Materials in the course of training within the scope of use authorized above in Section 1.
  1. Mentor will take all necessary and appropriate action to safeguard the Training Materials from any use that is not permitted by this Use Agreement (including but not limited to the sale and/or commercial distribution) and will immediately notify Acadience Learning Inc. if the Mentor becomes aware that the Training Materials have been sold or commercially distributed or otherwise used in a manner that is not authorized by this Use Agreement.
  2. Mentor may use the Training Materials pursuant to the Use Agreement so long as the Mentor completes the Annual Mentor Renewal process including the completion of the required Mentor Renewal Workshop and associated survey. If the Mentor fails to complete the required renewal process, all rights of the Mentor in the Mentors’ Network and to the Training Materials will terminate.