Kindergarten Oral Language and Literacy Assessment Handbook Spokane Public Schools Revised February 2014 1
Kindergarten Oral Language and Literacy Assessment (KOLLA) Purpose: The KOLLA is designed to be an indicator of reading readiness. It is made up of different subtests that assess skills children need to master in order to be proficient readers and writers. The Observation Survey was developed by Marie Clay for use with children during their first year of school. The observation tasks provide a standard or repeatable way of comparing a child s performance over a period of time. Spokane Public Schools revised the Observation Survey to supplement observations teachers make as they work alongside children. The tasks enable teachers to observe children at work noting all their responses, successful and unsuccessful. Teachers can then summarize where children are in their understanding of written language and can use this as a foundation for what children are ready to learn next. It should be noted that no one task is satisfactory on its own. Teachers are advised to apply as many as possible to the children for whom important instructional decisions must be made. For example, the Concepts about Print test should not be used in isolation because it assesses only one aspect of early reading behaviors. In research studies, it is an excellent predictor of subsequent reading progress, but in the early stages of literacy learning, no single measure is going to inform the teacher about a child s progress. KOLLA includes six separate subtests or parts: Process: Parts 1 & 2: Prints Own Name/Writing Vocabulary Part 3: Concepts About Print Part 4: Story Sequencing and Retell Part 5: Letter Identification Part 6: Sound Identification It is not necessary to continue to test children if they demonstrate proficiency. Use the chart below to determine levels of proficiency for each subtest. When a child reaches standard in that subtest, retesting is no longer necessary. If a child reaches a composite score of 63 or higher they are considered to be ready to move on to the DRA. However, to prevent gaps in skill sets it may be necessary to continue to assess some subtests if that child has not met standard. Only subtests where a child has not met standard need to be reassessed. Example: If a child reaches a composite score of 63 they should be moved from the KOLLA to a DRA. This same child may only have scored a 10 on the Writing Vocabulary subtest (which is considered to be Approaching Standard) so they should be reassessed on this subtest only until they reach a Meeting Standard score (17 or higher). Revised February 2014 2
Subtest 1 Beginning Work Toward Standard 2 Approaching Standard 3 Meeting Standard Prints Own Name 0 2 4 4 Above Standard Writing Vocabulary 0-9 10-16 17 18-30 Concepts About Print 0-8 10-18 20 22 Sequencing and Retelling 0-2 4-6 8 10 Story Letter ID 0 6.5 7-12 ½ 13 Letter Sound ID 0-3 4-9 10 When to give KOLLA: All kindergarten students are assessed using the KOLLA in the fall. During the winter and spring assessment windows re-assess all subtests where students have not demonstrated proficiency (use the Meeting Standard cut scores above to determine proficiency). When to give a DRA: All kindergarten students are given the KOLLA in the fall. When kindergarten students reach a composite score of 63, teachers are encouraged to move students to a DRA. Keep in mind, subtests where students have not demonstrated proficiency (use the Meeting Standard cut scores above to determine proficiency) should continue to be re-assessed until proficiency is demonstrated. A DRA may be given, if teacher observation and/or anecdotal records indicate that a child is reading text. However, students with a composite KOLLA score of less than 50 should not be moved to a DRA. Revised February 2014 3
Materials General Materials: KOLLA Handbook Scoring Sheet (1 per student) Parts 1 & 2: Prints Own Name/Writing Vocabulary unlined blank paper pencil timer Part 3: Concepts About Print (CAP) copy of That s Dangerous, A Bird is a Bird (NMLW) or Where are the Babies (NMLW) index cards (2) CAP Scoring Sheet (1 per student) Part 4: Story Sequencing and Retell Scoring Sheet Scoring Rubric Sequencing Cards (print from Blackboard) Script for the story Fall Pickles Gets Lost Winter Pickles Helps Out Spring Pickles Gets a Friend Part 5: Part 6: Letter Identification Letter ID Scoring Sheet (1 per student) Sound Identification Letter Sound ID Scoring Sheet (1 per student) Revised February 2014 4
SCORING SHEET Kindergarten Oral Language and Literacy Assessment (KOLLA) Student Name Date Teacher School KOLLA Subtests Score Part 1 Prints Own Name Scoring: 2 points for first name, 2 points for last name, 4 points possible /4 Part 2 Writing Vocabulary Scoring: 1 point per word written, 30 points possible /30 Part 3 Concepts About Print Scoring: 1 point per category, multiply subtotal by 2, 22 points possible /22 Part 4 Sequencing and Retelling Story Scoring: 1 point per category; multiply subtotal score by 2, 10 points possible 0 Part 5 Letter Identification Scoring: ½ point for each letter correctly identified, 13 points possible Circle known letters. c f k p n v o z g l x d y s a h m t i e r j u q w b 3 Part 6 Letter Sound Identification Scoring: 1 point for each letter sound identified, 10 points total Circle known letter sounds. m b c t n p d s z h f k r v w g j x l q u a i o e y Note: Students are not expected to know all letter sounds. 0 Total Points /89 Revised February 2014 5
KOLLA Administration Part 1: Prints Own Name (Total 4 points possible/4 points meets standard) Part 2: Writing Vocabulary (Total of 30 points possible7 points meets standard) NOTE: THIS SUBTEST SHOULD BE ADMINISTERED 1 ON 1 FOR MOST ACCURATE RESULTS. IT CAN BE ADMINSITERED IN A SMALL GROUP WITH STUDENTS EXHIBITING SIMILAR ABILITY. HOWEVER, IT SHOULD NOT BE GIVEN WHOLE GROUP. Test: It is not necessary to remove the student from the classroom for this subtest; however, finding an optimal assessment location (not in direct proximity to the word wall) should be considered. Close observation of each student s behavior (i.e. eye tracking) is paramount in understanding literacy development. Although children may copy environmental print this is important information to note. Hand the child unlined blank paper and a pencil. During this subtest encourage the child to write down all the words he or she knows how to write, starting with his or her own name and including basic vocabulary and words personal to the child. Say: "I want to see how many words you can write. Can you write your first and last name on the paper?" If the child says, "Yes," ask the child to write his or her name on the paper. When the child finishes, say, "Good. Now think of all the words you know how to write and write them all down for me." Start timer. If the child says, "No," ask if he or she knows how to write any other words. Start timer. Give the child up to 10 minutes to write the words known. When he or she stops writing, or when prompting is needed, use the chart below to ensure your prompts are open ended. Refrain from dictating words as if administering a spelling test. If prompting is needed, start with. Then when child stalls in writing Do you know.(offer words the child may have encountered while reading and writing such as love, is, in, am, to, come, like, see, the, my, we, and, at, here, on, up, look, go, this, it, me Do you know any other words like that? Do you know how to write any other people s names? Do you know about things that you eat things you ride on things in your house? AVOID: Saying, Can you write cat bat sat hat? (a series of words based on onset and rime) Interrupting the child s own thinking or searching of own repertoire Giving the assessment like a spelling test Revised February 2014 6
Note: Allow the child to write as many words as possible. If the child isn t able to write any more words, you may stop any time during the ten minute period. Although parts 1 and 2 are administered at the same time, they are scored and recorded separately. Scoring Part 1: Print Own Name Two (2) points if the child can print his/her first name using all the letters in a left-to-right sequence. Two (2) points if the child can print his/her last name using all the letters in a left-to-right sequence. The letters may be in upper case or lowercase, or a combination of both. Note: Reversals in letter formation are acceptable except if the letter can be confused for another letter (b/d, p/q, m/w, e/g). Scoring Part 2: Writing Vocabulary One (1) point per word completed accurately. When a child writes a word that is correct, but reads it as another word, no points are given. For an example if a child subvocalizes or says, I know the word to but writes the word is, no points are given. Score one (1) point per word written. Please note that although a child s name is part of their writing vocabulary it is not scored again in Part 2. Because this is an assessment of children s writing vocabulary and not their reading vocabulary, do not have children go back and read the words. Further Scoring Information for Writing Vocabulary: Correct Spelling Reversed Letters Series of Words Capital Letters Each word spelled correctly, left to right or right to left (mirror writing), scores one point. It might be important to note directionality for instructional purposes. The formation of individual letters (including the reversal of letters) does not influence the scoring unless it can be confused with another letter, such as b/d, w/m, p/q, and e/g. For example, bog for dog does not count but ↄat for cat does count. Although a series of words should never be specifically prompted, each word in a series like "look, looks, looking," or in a rhyming set or spelling pattern group like "sat, cat, mat, hat" counts as 1 point each. Capital letters are acceptable substitutions for lowercase letters and vice versa, except for when writing the word I. Revised February 2014 7
Part 3: Concepts About Print (Total of 22 points possible/ 20 points meets standard) Test: Use the prompts on the Scoring Sheet to administer this test. Scoring Part 3: CAP Score 1 point per concept. Subtotal. Multiply by 2 for total score. Student Name 1 2 3 4 5 6 7 8 9 10 11 Prompt Reading Behavior Score Give student book, spine first. Say, Orientation of the book Show me the front of the book. Turn to the first page. Say, Point to Print, not the picture, caries the where I should start reading. message. Turn the page. Say, Show me where Directionality The child moves to start reading. Which way do I go? his/her finger from left to right on the first line. Say, Where do I go after that? Return sweep The child does a return sweep to the second line and moves his/her finger left to right. Say, Point to it while I read it. Word by word matching The child must point to each word, no sliding. Turn the page. Say, Where do I start The left page is read before the right reading? page. Choose a page. Point to a period on Period Child says stop, period, the the page and say, What is this for? Choose a page with one line of text. Use two index cards to create a window. Model how to slide the cards across the text. Say, Show me one letter in the window. Then say, Show me two letters in the window. Say, Show me one word in the window. Then say, Now show me two words in the window. Say, Show me the first letter of a word. Then say, Now show me the last letter of a word. Say, Point to a capital/uppercase letter. Avoid saying, big letter. end, or you are done. Concept of a letter Both concepts must be correct to earn a score of one. No ½ point scores Concept of a word Both concepts must be correct to earn a score of one. No ½ point scores First and last letter The child specifically locates a first and last letter. No ½ point scores Capital Letter The child locates one capital letter. Subtotal Total Score x 2 Revised February 2014 8
Part 4: Sequencing and Retelling a Story (10 points possible/8 points meets standard) Test: Say, I will read you the story of Pickles Gets Lost, then I want you to tell me the story. Lay the pictures on the table as the story is told. Then arrange the picture cards in random order and say, Now you put the pictures in order and tell me the story. Story Sequencing & Retell 1 Scoring Sheet: Pickles Gets Lost Points Skill Identifies character(s) Examples: Pickles, dog, Danny, boy, brother, Amy, sister, girl, kids, children X 2 0 Identifies setting Examples: in the park, on the grass, on a picnic, on a blanket, in the shade Retell has a logical beginning Example: Pickles and his family went on a picnic in the park. Retell has a logical sequence of events Pickles heard a noise in the bushes. Pickles tried to catch the squirrel. He got lost in the park. Danny and Amy noticed Pickles was missing and they called for him. They looked for Pickles all over the park They couldn t find him. Dad said they could come back to the park tomorrow to look for him. Retell has a conclusion Then they find Pickles at home. Subtotal - Each item receives 1 point for a correct answer or 0 if incorrect. Total Points Student sequences story pictures cards correctly. +/- Student does not correctly sequence picture initially, but self-corrects sequence as they do the retell. +/- Student demonstrates adequate control over language structures. Look Fors: Pronouns Prepositions Conjunctions Adverbs feeling words (he/she/they) (on, in, by) (and, then) (fast) (sad, happy, worried) +/- Revised February 2014 9
Story Sequencing & Retell 1 Scoring Rubric: Pickles Gets Lost Story Structure Character Setting Logical Beginning Examples Pickles, Danny, Amy boy, girl, dog, kid(s), child(ren), sister, brother Make note of additional characters mentioned (Mom, Dad, squirrel) but these do not count towards the score. in a park, on a picnic, on a blanket/quilt, in the woods/forest/trees/ bushes, in /on the grass, at the house, on the porch, at home, by the front door Pickles and his family went on a picnic in the park. Scoring At a minimum, the student must identify by name or appropriate noun Pickles and Danny or Amy to score 1 point. If students say they, you may prompt with who are they? Keep in mind that prompting, Who are the characters in this story? results in the loss of this point. No half points are given. Must identify one setting (at any time during the retell) to score 1 point. Keep in mind that prompting, What is the setting? results in the loss of this point. Must demonstrate the use of the simple sentence structure for 1 point. Sequences Events Pickles heard a noise. Pickles ran after a squirrel. Pickles got lost in the park. Amy and Danny called for Pickles. Danny and Amy walked all over the park looking for Pickles. Amy and Danny could not find Pickles anywhere. Dad says it s time to leave the park. Dad says they can come back tomorrow to look for Pickles. Prompting, Tell me about this picture results in the loss of this point. Must identify a total of at least 5 actions/events (see column on the left for examples) for the 3 middle pictures AND must include at least 1 action/event for each of the 3 pictures to count as one point. Simply stating one sentence for each of the 3 middle pictures is not enough to earn this point. This may be prompted, without loss of points, by saying, Tell me more. However saying, Tell me about this picture results in the loss of this point. Conclusion and Solution The family went home. They found Pickles sitting by the front door. Everyone was glad to be back together. Must demonstrate the use of the simple sentence structure for 1 point. Prompting, Tell me about this picture results in the loss of this point. Revised February 2014 10
Story Sequencing & Retell 1 Script: Pickles Gets Lost One nice sunny day, Pickles and his family went on a picnic in the park. Mom, Dad, Amy, Danny and Pickles spread a blanket out on the grass, in the cool shade, sat down and started eating their lunch. Pickles loved having picnics in the park with his family and he was so happy to be there. But, all of the sudden Pickles heard a noise in the bushes. He looked and saw a squirrel. Pickles didn t like squirrels and he started barking and running through the park after that squirrel. Pickles ran so fast and so far trying to catch the squirrel that he got lost in the park. Danny and Amy realized that they could not see Pickles anywhere. They started calling for him. They walked all over the park looking and calling loudly for Pickles but they could not find him anywhere. Amy and Danny were so upset when they couldn t find Pickles that they started to cry. They were worried that Pickles was lost forever and that they would never see him again. Dad promised that they could come back to the park tomorrow to look for Pickles. When the family got home they were shocked by what they saw. There was Pickles sitting by the front door waiting for them. Danny and Amy were so happy to see Pickles. Pickles was even happier to see Danny and Amy. Everyone was glad to be back together again. Revised February 2014 11
Test: Say, I will read you the story of Pickles Helps Out, then I want you to tell me the story. Lay the pictures on the table as the story is told. Then arrange the picture cards in random order and say, Now you put the pictures in order and tell me the story. Story Sequencing & Retell 2 Scoring Sheet: Pickles Helps Out Points Skill Identifies character(s) Examples: Pickles, dog, Danny, boy, brother, Amy, sister, girl Identifies setting Examples: one hot summer day, outside, in the house Retell has a logical beginning Example: Amy took a terrible fall off her bike and hurt herself. Retell has a logical sequence of events Pickles ran into the house and found Dad. He barked loudly trying to get Dad to come outside to help Amy. Dad was busy working on the computer so he told Pickles to go away. Pickles ran to find Mom. He barked loudly trying to get Mom to come outside to help Amy. Mom was busy folding laundry so she told Pickles to go away. Pickles ran to find Danny. He barked loudly trying to get Danny to come outside to help Amy. Danny was busy playing video games so he told Pickles to go away. Pickles barked and barked. Retell has a conclusion Danny followed Pickles outside. Danny called to Mom and Dad to come outside to help Amy. Amy thought Pickles was a hero. X 2 0 Subtotal - Each item receives 1 point for a correct answer or 0 if incorrect. Total Points Student sequences story pictures cards correctly. +/- Student does not correctly sequence picture initially, but self-corrects sequence as they do the retell. +/- Student demonstrates adequate control over language structures. Look Fors: Pronouns Prepositions Conjunctions Adverbs feeling words (he/she/they) (on, in, by) (and, then) (fast) (sad, happy, worried) +/- Revised February 2014 12
Story Sequencing &Retell 2 Scoring Rubric: Pickles Helps Out Story Structure Character Setting Logical Beginning Examples Pickles, Danny, Amy boy, girl, dog, sister, brother Make note of additional characters mentioned (Mom, Dad) but these do not count towards the score. one hot summer day, outside, in the house, in/on the street Amy was playing outside and fell off her bike. Scoring At a minimum, the student must identify by name or appropriate noun Pickles and Danny or Amy to score 1 point. If students say they, you may prompt with who are they? Keep in mind that prompting, Who are the characters in this story? results in the loss of this point. No half points are given. Must identify one setting (at any time during the retell) to score 1 point. Keep in mind that prompting, What is the setting? results in the loss of this point. Must demonstrate the use of the simple sentence structure for 1 point. Sequences Events Conclusion and Solution Pickles ran into the house. He barked loudly trying to get Dad to come outside. Dad was busy working on the computer so he told Pickles to go away. Pickles ran to find Mom. He barked loudly trying to get Mom to come outside. Mom was busy folding laundry so she told Pickles to go away. Pickles ran to find Danny. He barked loudly trying to get Danny to come outside. He was busy playing video games so he told Pickles to go away. Pickles barked and barked. Danny finally followed Pickles outside. Danny called to Mom and Dad to come outside and help Amy. Amy thought Pickles was a hero. Prompting, Tell me about this picture results in the loss of this point. Must identify a total of at least 5 actions/events (see column on the left for examples) for the 3 middle pictures AND must include at least 1 action/event for each of the 3 pictures to count as one point. Simply stating one sentence for each of the 3 middle pictures is not enough to earn this point. This may be prompted, without loss of points, by saying, Tell me more. However saying, Tell me about this picture results in the loss of this point. Must demonstrate the use of the simple sentence structure for 1 point. Prompting, Tell me about this picture results in the loss of this point. Revised February 2014 13
Story Sequencing & Retell 2 Script: Pickles Helps Out One hot summer day, Amy and Pickles were playing outside. All the sudden, Amy took a terrible fall off her bike and hurt herself. Pickles was scared because Amy was hurt, but he knew he had to run and get help for Amy. Pickles ran into the house and found Dad. He barked loudly trying to get Dad to come outside to help Amy. Dad was busy working on the computer and he told Pickles to go away. Then Pickles ran to find Mom. He barked loudly trying to get Mom to come outside to help Amy. Mom was busy folding clothes and she told Pickles to go away. So Pickles ran to find Danny. He barked loudly trying to get Danny to come outside to help Amy. Danny was busy playing video games and told Pickle to go away. Pickles barked and barked until Danny finally followed Pickles outside. Danny called to Mom and Dad to come outside to help Amy. Amy was glad that Pickles was brave and was able to get help. She thought Pickles was a hero. Revised February 2014 14
Test: Say, I will read you the story of Pickles Gets a Friend, then I want you to tell me the story. Lay the pictures on the table as the story is told. Then arrange the picture cards in random order and say, Now you put the pictures in order and tell me the story. Story Sequencing & Retell 3 Scoring Sheet: Pickles Gets a Friend Points Skill Identifies character(s) Examples: Pickles, dog, Danny, boy, brother, Amy, sister, girl, Olive, puppy Identifies setting Examples: every day, in the driveway, Danny s room, in the house, in the kitchen Retell has a logical beginning Example: Pickles is left home alone. Retell has a logical sequence of events Pickles is lonely and bored. Pickles gets into the garbage and scatters it all over the kitchen. Mom and Dad get upset with Pickles. He chews up Amy and Danny s stuffed toys. Amy and Danny get upset with Pickles. Everyone realizes Pickles is only naughty when he is lonely and bored. They decide he needs a friend. Retell has a conclusion Mom, Dad, Amy and Danny surprise Pickles with a puppy to keep him company. X 2 0 Subtotal - Each item receives 1 point for a correct answer or 0 if incorrect. Total Points Student sequences story pictures cards correctly. +/- Student does not correctly sequence picture initially, but self-corrects sequence as they do the retell. +/- Student demonstrates adequate control over language structures. Look Fors: Pronouns Prepositions Conjunctions Adverbs feeling words (he/she/they) (on, in, by) (and, then) (fast) (sad, happy, worried) +/- Revised February 2014 15
Story Sequencing & Retell 3 Scoring Rubric: Pickles Gets a Friend Story Structure Character Setting Logical Beginning Examples Pickles, Danny, Amy boy, girl, dog, sister, brother, Olive, puppy Make note of additional characters mentioned (Mom, Dad) but these do not count towards the score. every day, the driveway, the house, in the kitchen, Amy and Danny s room Everyone left the house and Pickles was home alone. Scoring At a minimum, the student must identify by name or appropriate noun Pickles and Danny, Amy or Olive to score 1 point. If students say they, you may prompt with who are they? Keep in mind that prompting, Who are the characters in this story? results in the loss of this point. No half points are given. Must identify one setting (at any time during the retell) to score 1 point. Keep in mind that prompting, What is the setting? results in the loss of this point. Must demonstrate the use of the simple sentence structure for 1 point. Sequences Events Pickles is lonely and bored. Pickles gets into the garbage and scatters it all over the kitchen. Mom and Dad get upset with Pickles. He chews up Amy and Danny s stuffed toys. Amy and Danny get upset with Pickles. Everyone realizes Pickles is only naughty when he is lonely and bored. They decide he needs a friend. Prompting, Tell me about this picture results in the loss of this point. Must identify a total of at least 5 actions/events (see column on the left for examples) for the 3 middle pictures AND must include at least 1 action/event for each of the 3 pictures to count as one point. Simply stating one sentence for each of the 3 middle pictures is not enough to earn this point. This may be prompted, without loss of points, by saying, Tell me more. However saying, Tell me about this picture results in the loss of this point. Conclusion and Solution Mom, Dad, Amy and Danny surprise Pickles with a puppy to keep him company. Must demonstrate the use of the simple sentence structure for 1 point. Prompting, Tell me about this picture results in the loss of this point. Revised February 2014 16
Story Sequencing & Retell 3 Script: Pickles Gets a Friend Every day when Mom, Dad, Amy and Danny left the house for school and work, Pickles felt sad. He was lonely and bored because he was all alone. He had no one to play with or keep him company. Because he was lonely and bored, Pickles started misbehaving. One day while everyone was gone, Pickles got into the garbage and scattered it all over the kitchen. When Mom and Dad got home they were upset with Pickles for making such a huge mess. Another day when Pickles was all alone, he went into Amy and Danny s room and found their stuffed animals. He chewed on them and pulled out all the stuffing. When Amy and Danny got home, they were mad at Pickles for ruining their toys! Although Mom, Dad, Amy, and Danny were upset that Pickles was being naughty and making such big messes, they knew that Pickles only did bad things when everyone was gone. They decided that Pickles was lonely and bored. Everyone realized that he needed someone to play with and to keep him company. One day, when Mom, Dad, Amy and Danny got home, they had a surprise for Pickles. They brought home a new puppy named Olive to keep him company. Now Pickles isn t lonely anymore because he has Olive to play with. Mom, Dad, Amy, and Danny are happy too because Pickles wasn t being naughty and making messes any more. Revised February 2014 17
Part 5: Letter Identification (Total of 13 points possible/ 13 points meets standard) Test: Place the Letter Identification Sheet in front of the child. Mark the letters correctly identified on the scoring sheet. You may want to consider using a blank piece of paper to isolate each row as you are administering this subtest, especially for emergent learners. Say: "As I point to each letter, tell me the name of the letter." (Work across the sheet; continue for all letters of the alphabet.) If the child hesitates, start with the first letter of his/her name and then go to the first line. If the child does not respond, use one or more of the following to elicit a response: "Do you know its name? Do you know what we call it? Then, moving to other letters, "What is this one?" Scoring: ½ point for each letter name. Revised February 2014 18
Part 5: Letter Identification c f k p n v o z g l x d y s a h m t i e r j u q b w Revised February 2014 19
Part 6: Letter Sound Identification (Total of 10 points possible/ 10 points meets standard) Test: Say: Place the Letter Sound Identification sheet in front of the child. Mark the letters correctly identified on the scoring sheet. You may want to consider using a blank piece of paper to isolate each row as you are administering this subtest, especially for emergent learners. "As I point to each letter, tell me the sound of the letter." (Work across the sheet; continue for all letters of the alphabet.) If the child hesitates, start with the first letter of his/her name and then go to the first line. If the child does not respond, move to other letters say, "What sound does this letter make?" Score: One (1) point for each letter sound, up to 10 points maximum. When assessing the vowels (a, e, i, o, u) it is important to note if students know the long and the short sounds. For scoring purposes the student needs to know at a minimum the short sound to score 1 point. Note: For the purpose of the KOLLA, students are not expected to know all the letters sounds. Score one (1) point for each letter sound identified, for a maximum of 10 points. However, for the purpose of reporting and guiding instruction it is important to determine the total number of known sounds (out of 26). Revised February 2014 20
Part 6: Letter Sound Identification m b c t n p d s z h f k r v w g j x l q u a o i e y Revised February 2014 21