1. Stage Zero Tests Test of Auditory Analysis (Rosner) Comprehensive Test of Phonological Processing – 2

2. Rosner Test of Auditory Analysis The author states: PURPOSE AND DESCRIPTION: The purpose of the test is to determine the child’s ability to identify separate sounds in spoken words and the sequencing of those sounds. It does this by having the students delete sounds and to voice what is left after the deletion. AREAS: Phonological Awareness Research suggests that this test is not as easy to give as it appears, and that inexperienced evaluators can easily make errors.

3. TAAS Test of Auditory Analysis Rosner Izaak Walton Killam Hospital Nova Scotia

4. Samples: ItemQuestionAnswer Say cowboynow say it again, but don’t say boycow Say steamboatNow say it again but don’t say steamboat Say sunshineNow say it again but don’t say shinesun Say picnicNow say it again but don’t say picnic Say cucumberNow say it again but don’t say qcumber Say coatNow say it again but don’t say (k) [the k sound] oat Say meatNow say it again but don’t say (m) [the m sound] eat Say takeNow say it again but don’t say (t) [the t sound] ache

5. Demonstration Items The sample items are to familiarize the child with the test. Each item asks the child to say the entire word, and once he has said it, demonstrating that he has heard it and remembers it at least for the moment, he is asked to say it again but without one part of the word. The average four-year-old can do this – delete a syllable from a two-syllable, compound word.

6. Intervention: If the child does not understand the task, try teaching it in the following way: 1. Have the child extend his two hands forward. 2. Repeat the item slowly, emphasizing the two separate syllables (by pausing between them) 3. Touch his left hand as you say the first syllable (“steam”) and his right had as you say the second syllable (“boat”), thereby giving him a visual/spatial reference point for each of the syllables. 4. If he is still unable to comprehend the task, explain to him that “this hand” (as you touch his left hand) “says, ‘steam’” and “this hand” (touch his right hand) “says ‘boat.’” 5. Then repeat the item: “say ‘steamboat.’” (again touch each hand as you say its syllable). Then, after he said “steamboat”: “Now say it again but leave off “boat.” Just say what is left.” (As you say these last two sentences, move his right hand to his side, allowing only the left hand to extend forward).

7. Success If your teaching efforts work, then go on with the test. If it fails to teach him the concept, simply accept the fact that the test is too demanding, that he has not yet developed the basic auditory analysis skills that four-year-olds are normally able to display. If the child understands the task then you can continue with the remainder of the test. If the child does not respond to an item once you have gotten past the demonstration words, repeat the item once but DO NOT TEACH – all teaching must be limited to the demonstration items.

8. Over 4 Years Old Children of school age are well developed in auditory analysis. If you have children who are not well developed in auditory analysis it is essential that they be directly instructed on a daily basis. This test will help you determine the children who will benefit from direct systematic instruction in auditory analysis skills training. (stage zero)