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Results support screening, outcome measurement, diagnostic placement for targeted phonics concepts, and progress tracking across instruction. 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Pseudowords are included to measure decoding ability rather than memorization.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How are the CORE Phonics Surveys used in instruction?",{"text":118,"@type":114},"They can be used as screening measures and also as outcome measures to show growth and mastery. They also support diagnostic decisions about which selected phonics concepts need instruction and whether further assessment is needed.",{"name":120,"@type":111,"acceptedAnswer":121},"What should a tester do if a student is tiring or making many consecutive errors?",{"text":122,"@type":114},"Discontinue testing at that time if the student is tiring or making many consecutive errors during the session.",{"name":124,"@type":111,"acceptedAnswer":125},"What do Strategic and Intensive scores indicate for next steps?",{"text":126,"@type":114},"Students scoring at Strategic or Intensive levels benefit from targeted and intensified instruction and extensive practice in the indicated phonics concepts. An analysis of individual errors can guide more specific instruction, and additional tests may be administered to isolate underlying factors like phoneme 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Minutes  \nMaterials  \n·Pencil  \n·Lined Paper  \n·English Record Form(pp.44-48)  \n·English Student Materal(pp.49-52)  \n·Spanish Record Form(pp.53-58)  \n·Spanish Student Material(pp.59-62)  \nSource  \nConsortium On Reading  \nExcellence(CORE)  \nCORE,Assessing Reading:Multiple Measures,2nd Edition,2008,Arena Press.Used by permission ofArena Press and the Consortium on Reaching Excellence In Education,Inc..Reproduction of this materialis prohibited without permission from the publisher.  \n# CORE Phonics Surveys\n\nWHAT The CORE Phonics Survey and the CORE SpanishPhonics Survey assess the phonics and phonics-related skills thathave a high rate of application in beginning reading.Each surveypresents a number of lists of lecters and words for the student toidentify or decode.Pseudowords,or made-up words,are includedsince the student must use decoding skills to correctly pronouncethese words and cannot have memorized them.  \nThe CORE Phonics Surveys can be used as screening measures,and also as outcome measures,providing data about growth andmastery at the end of an instructional period.As diagnostics,theycan indicate whether or not a student needs instruction in select-ed phonics concepts,or if further assessment is needed.They mayalso be used to track progress from earlier skills to grade level mas-tery.The CORE Phonics Surveys are not meant to replace screen-ing and progress monitoring tests such as those from AIMSweb orDIBELS,or other CBM tests that may already be in place but canbe used to augment such tests.  \nWHY A student's ability to use knowledge of sound/lettercorrespondences (phonics)to decode words determines,in largemeasure,his or her ability to read individual words.A detailedassessment of a student's phonics skills points to areas in which thestudent is likely to benefit most from systematic,explicit phonicsinstruction.Also,knowing the skills that the student does possesswill help in selecting reading tasks that offer the most effectivereinforcement of those skills.  \nC    T1ML E D>  \nHOW Instructions for administering each part of thesurvey are included on the Record Form.Students read from theStudent Material on the pages that follow the Record Form.Tofocus the student's attention on the part of the test being given,cover the other parts with a piece of paper.The Record Form showsthe same material that appears on the Student Material,in areduced size,so that you may easily record the student's responses.  \nFollowing administration,score each of the test parts,and trans-fer the results to the first page of the Record Form under SkillsSummary.Retest parts not yet mastered according to schedulesfound on the Types and Frequency of Effective AssessmentSystems chart,page 7,or the Assessment Sequence for PrimaryGrade Students or Assessment Sequence for Upper Grade Studentscharts,pages 12 and 13,or your school or district assessmentplan.Be aware of the student's behavior during testing.If the stu-dent is tiring or making many consecutive errors,discontinuetesting at that time.  \n▶WHEN  \nFall      WinterSpringGrade 1Grade 2Grades 3 and up  \nKindergarten  \n\n| Parts A&B   | X   | X   | X   |\n| --- | --- | --- | --- |\n| Parts C-E   |  | X   | X   |\n\nParts A-D  \nIf indicated  \n\n| Part E   | X   | X   | X   |\n| --- | --- | --- | --- |\n| Parts F-K   |  | X   | X   |\n| Part L   |  |  | X   |\n\n\n| Parts A-K   | If indicated   |  |  |\n| --- | --- | --- | --- |\n| Part L   |  | X   | X   |\n\n\n| Parts A-L   | f indicated—----   | -——-   |\n| --- | --- | --- |\n\nCORE's Teaching  \nReading Sourcebook,  \nSecond Edition  \n▶WHATT MEANS This test is a mastery test.It isexpected that students willultimately get all items correct.Scoreeach list completed by student as shown below.  \nCORE Phonics Survey—English,MasteryIntensive0-640-90-14  \n\n|  | (Letter Names/Sounds)   | (15 Item)   | (24 Item}   |\n| --- | --- | --- | -","cbCaik8O7sTlRFUv","https://ap.wps.com/l/cbCaik8O7sTlRFUv","pdf",165491,12,"English","# WHAT\n## WHAT The CORE Phonics Survey and the CORE Spanish Phonics Survey Assess\n## WHY\n# HOW\n## Instructions for Administration\n# WHEN\n# WHAT IT MEANS\n## Mastery Test Interpretation\n# WHAT'S NEXT?\n## Next Steps Based on Strategic or Intensive Levels\n# CORE Phonics Survey—Record Form","[{\"question\":\"What skills do the CORE Phonics Surveys assess?\",\"answer\":\"They assess phonics and phonics-related skills for beginning reading, including decoding lists of letters and words. Pseudowords are included to measure decoding ability rather than memorization.\"},{\"question\":\"How are the CORE Phonics Surveys used in instruction?\",\"answer\":\"They can be used as screening measures and also as outcome measures to show growth and mastery. They also support diagnostic decisions about which selected phonics concepts need instruction and whether further assessment is needed.\"},{\"question\":\"What should a tester do if a student is tiring or making many consecutive errors?\",\"answer\":\"Discontinue testing at that time if the student is tiring or making many consecutive errors during the session.\"},{\"question\":\"What do Strategic and Intensive scores indicate for next steps?\",\"answer\":\"Students scoring at Strategic or Intensive levels benefit from targeted and intensified instruction and extensive practice in the indicated phonics concepts. An analysis of individual errors can guide more specific instruction, and additional tests may be administered to isolate underlying factors like phoneme awareness.\"}]","CORE Phonics Surveys - Record Form and Administration Guide | PDF",1790878183]