Phonological processing (Word chopping)

Subtest Level Recommendations

Phonological processing (Word chopping)

Very low (Accuracy SAS <75)

Check: Poor phonological processing is linked to literacy difficulties – check scores on sentence reading and spelling subtests to see if there is evidence of this. In such cases, a well-structured multisensory approach to literacy teaching is recommended – see page 60 of the LASS 8-11 manual for suitable phonics schemes.

Action: Even if literacy difficulties are not apparent, poor phonological processing may impact on later literacy skills. Training in phonological awareness is essential for this student – see page 57 of the LASS 8-11 manual for suitable activities and computer software. Literacy skills should be regularly monitored.

Below average (Accuracy SAS 76-87)

Check: Poor phonological processing is linked to literacy difficulties – check scores on sentence reading and spelling subtests to see if there is evidence of this. In such cases, a well-structured multisensory approach to literacy teaching is recommended – see page 60 of the LASS 8-11 manual for suitable phonics schemes.

Action: Even if literacy difficulties are not apparent, poor phonological processing may impact on later literacy skills. Training in phonological awareness would be appropriate for this student – see page 57 of the LASS 8-11 manual for suitable activities and computer software. Literacy skills should be regularly monitored.

Slightly below average (Accuracy SAS 88-94)

Check: Poor phonological processing is linked to literacy difficulties – check scores on sentence reading and spelling subtests to see if there is evidence of this. In such cases, a well-structured multisensory approach to literacy teaching is recommended – see page 60 of the LASS 8-11 manual for suitable phonics schemes.

Action: Even if literacy difficulties are not apparent, poor phonological processing may impact on later literacy skills. It is suggested that phonological processing and literacy skills are regularly monitored for this student. Training in phonological awareness may be appropriate – see page 57 of the LASS 8-11 manual for suitable activities and computer software.