Directions for Administration – Letter Naming Fluency 
Materials:  Student probe, examiner probe, clipboard, stopwatch, pencil, and tape recorder (optional). 

Directions for Scoring –Letter Naming Fluency

Directions for Administration –Initial Sound Fluency

Materials:Practice items,examiner score sheet, student copy of picture plates, stopwatch, and pencil
Directions:
1.Place the examiner copy of the score sheet on your clipboard and position it so that the student cannot see what you record.

2.Place the student copy of the 4 practice pictures in front of the student.

3.Say these specific directions to the student:


This is mouse, flowers, pillow, letters.(point to each picture while saying its name).  Mouse (point to mouse)begins with the sound /m/. Listen:/m/…mouse.  Which one begins with the sounds/fl/?

Directions for Scoring –Initial Sound Fluency


Calculating Initial Sounds Named Correctly

•Calculate the number of initial sounds named correctly per minute by using the following formula:

•Example 1:  If a student names 12 initial sounds correctly in 30 seconds, his/her rate is 24 initial sounds named correctly.

•Example 2:  If a student names 6 initial sounds correctly in 52 seconds, his/her rate is 7 initial sounds named correctly.

•Note:  The aforementioned formula typically yields a decimal.  Thus, after completing the calculation, round off the decimal toits nearest whole number (e.g., 6.9 would be rounded off to 7; 22.4 would be rounded off to 22).


Directions for Administration –Nonsense Word Fluency



Directions continued:
4.Place the student copy of the probe in front of the child and continue by saying these specific directions.


Here are some more make-believe words(point to the student probe). Start here(point to the first word) and go across the page(point across the page).When I say "begin," read the words the best you can.  Point to each letter and tell me the sound orread the whole word. Put your finger on the first word. Ready, begin.
5.Start your stopwatch. 

6.Follow along on the examiner copy of the probe and underlineeach letter sound the student provides correctly, either in isolation or read as a whole word.  Put a slash (/) through each letter sound read incorrectly.

7.At the end of 1 minuteplace a bracket (]) after the last letter sound provided by the student and say, "Stop.“

8.These directions can be shortened by beginning with Number 4 (i.e., Here are some more make-believe words…) for repeated measurement when the student clearly understands the directions.

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