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The Phonological Awareness & Reading Profile Intermediate
Ages: 8-14   Grades: 3-9

Use this criterion referenced profile to find out why your students past 2nd grade struggle with reading.

Test Set
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Phono Awareness & Reading Profile Int-Forms (15)
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Test Purpose
This test helps you identify areas in which a struggling reader may experience difficulty.  Test results help you profile a student's strengths and weaknesses for a complete picture of his reading skills.  The profile can be used as a pre- and post-measure to track student progress throughout the year. 


Test Description
Examine specific skills in phonological awareness, phonics, naming speed, and reading fluency.  The wide range of tasks complements more comprehensive assessments of reading skills and gives a clear picture of how to plan your remediation program.  The examiner has the discretion to administer only those items that are appropriate for a particular student.  If a student falls below the mastery level of a task, he needs instruction in that area. 



  • Phonological Awareness
    • blend phonemes
    • isolate phonemes in the initial, final, and medial position of words
    • segment syllables and phonemes
    • delete syllables and phonemes
    • manipulate phonemes
  • Decoding
    • consonants, consonant blends, vowels, consonant and vowel digraphs, and diphthongs
    • prefixes and suffixes
    • syllables
  • Spelling
    • consonants, consonant blends, vowels, consonant and vowel digraphs, and diphthongs
    • prefixes and suffixes
    • morphological endings
  • Fluency
    • rapid letter name
    • oral paragraph reading

Examiner Qualifications
The test should be administered by a professional trained in analyzing phonological structures of speech (e.g., speech-language pathologist, learning disability teacher, reading teacher, special education consultant). 


Test Procedures

  • Begin each task with the demonstration item, if provided.
  • Give extra demonstration items if needed, but don't teach the concept. 
  • Prompts used in demonstration items may be used in test items.
  • Begin each task with the first item (basal).
  • For the Phonological Awareness subtests, discontinue testing after three consecutive items on a subtask are answered incorrectly (ceiling).
  • The Decoding and Spelling tasks have no ceiling.  If the student has a great deal of difficulty, testing may stop. 
  • On the Fluency subtest, the ceiling is reached if the student misses more than four words. 
  • All directions are printed on the test form.
  • Some test items may not be appropriate for students with severe reading problems.  Cease testing when enough information is obtained.
  • Items mastered in previous testing do not have to be retested in post-measures.

Testing Time

  • 20-35 minutes


  • Individual items are scored + for a correct response and 0 for an incorrect response.
  • For the Phonological Awareness subtests 80% correct or greater is considered mastery of that particular skill.
  • For the Decoding and Spelling subtests, use your professional judgment.
  • For the Fluency subtest, record the time in seconds that it takes for the student to name the letters and read the passage.  Refer to the charts in the test protocol for Rapid Letter Naming guidelines by age and Words Per Minute (WPM) expectations by grade level.  The paragraph reading task is not scored if the student makes more than four errors.   Space is provided on the test form to comment on the student's expression and phrasing. 

This respected test is a criterion referenced, not a norm-referenced instrument.  Criterion-referenced tests compare the subject's mastery of the specified behaviors to the specified behaviors.  Such tests are designed to provide information for instruction, not to compare students with each other. 

Copyright © 2001

Test Set includes: examiner's manual, 6 cubes, 15 profile forms

Warning: CHOKING HAZARD - Small parts, not for children under 3 yrs.
  • Evidence indicates that beyond elementary school, phonological awareness and decoding tasks can be improved by teaching phonological awareness (Schuele & Boudreau, 2008).
  • Blending and segmenting skills must be present in order to decode unfamiliar written words.  Thus, in order to improve decoding, a student must have a foundation of these skills (Schuele & Boudreau, 2008).
  • Regardless of age, children who struggle to learn word decoding and encoding require intervention focused on the explicit awareness of phonemes in words, the association of phonemes with alphabetic symbols, and the ability to segment and blend phonemes in words and manipulate them in other ways (ASHA, 2001).
  • Training in phonological awareness is critical to reading success, and manipulating phonemes in words is highly effective across all literacy domains and outcomes (NRP, 2000).
  • Explicit instruction in phonemic awareness and phonetic decoding skills produces stronger reading growth in children with phonological weaknesses than do approaches that do not teach these skills explicitly (Torgesen, 2000).

The Phonological Awareness & Reading Profile Intermediate incorporates these principles and is also based on expert professional practice.


American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Guidelines]. Retrieved June 18, 2009, from

National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction-Reports of the subgroups. Retrieved June 18, 2009, from

Schuele, C.M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20.

Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15, 55-64.


Wanda Salter, Carolyn Robertson


Wanda Salter, M.A., M.S., CCC-SLP, is a speech-language pathologist in southern Vermont.  She maintains a private practice, administering assessments and consulting in school and hospital settings in Vermont and New Hampshire.  Wanda completed undergraduate studies in anthropology and linguistics at McGill University and received master's degrees in Teaching English as a Second Language from Saint Michael's College and in Communication Science and Disorders from the University of Vermont.  She has served as a public school speech-language pathologist in grades K-12 and provided augmentative communication consultation throughout northern New England.

The Phonological Awareness and Reading Profile Intermediate is Wanda's sixth publication with LinguiSystems. 

Carolyn Robertson, M.Ed., is a learning specialist/consulting teacher and assessment specialist for the Grand Isle Supervisory Union in northern Vermont.  She completed undergraduate work in Special Education at Illinois State University and received her master's degree from North Georgia College.  She has done postgraduate work at Saint Michael's College and the University of Vermont.  Carolyn has over twenty years of experience in teaching special education for grades kindergarten through graduate school.

The Phonological Awareness and Reading Profile Intermediate is Carolyn's sixth publication with LinguiSystems. 

Wanda and Carolyn are the co-authors of Take Home Phonological Awareness, The Phonological Awareness Test, The Phonological Awareness Kit, The Phonological Awareness Kit Intermediate, and The Phonological Awareness Profile.