QUICK PHONICS SCREENER, Standard Version
The QPS helps determine which key phonics skills a student knows well or still needs to learn.
Say to the student:
1. “I’m going to ask you to read some words and sentences to me so I can find out what
kinds of words are easy for you to read and what kinds of words you still need to learn.
I want you to try to do your best. We probably won’t do this whole page; we’ll stop if
it gets too hard. Any questions?” (The teacher may explain that some of the words are
make-believe or pseudo words.)
2. For the NAMES task, have students name the letter Q, not the /qu/ sounds. For the SOUNDS
task, have students give you the SHORT sound for each of the VOWELS. If they say the long
sound (letter name), say: “That is one sound that letter makes. Do you know the short sound
for that letter?”
Procedures for Administration
STARTING POINT:
For students in Grade 3, start the QPS at Task 2A.
MOVING FROM TASK TO TASK:
3. If the student misses five words in Task 2A, move to 2B and then go back and
administer letter sounds (Task 1B).
4. Administer each section of each task (i.e., words in isolation and then words in text).
ERROR CORRECTION:
If a student does not know a word, tell him/her to skip it and move on to the next one. Do
not read the word for the student.
STOP TESTING:
5. STOP the assessment when the student appears frustrated or tired. NOT ALL TASKS
MUST BE ADMINISTERED , but try to assess as many as possible so you will have
sufficient information to plan instruction.
6. When a student misses five words in the word box, move to the words in text. Then,
move to the next word box task. If the student misses five words in that word box,
complete that task (administer the sentences), and stop the assessment.
Note: A teacher may choose to administer additional tasks in order to gain further information but
care must be taken not to frustrate the student.
Scoring the QPS
1. Mark errors and make notes/comments to help you remember how the student
responded. Students should read the words as whole words without sounding them
out to be recorded as a correct response.
2. The QPS is scored by each individual task ONLY. Record the ratio of CORRECT responses
over the total number POSSIBLE (e.g., 13/21 or 8/10) for each task. For Tasks 2b, 3b,
4b, 5b, and 6b, only the underlined word counts, but note or make comments about how
well other words were read.
NOTE : The grade level listed above each task is an APPROXIMATE level at which those phonics
skills are taught. Results from the QPS CANNOT be used to determine a student’s grade-level
performance in reading, only their strengths/needs in key phonics skills. Mastery level is at
least 90%.
Adapted from Hasbrouck, J., & Parker, R. (2001). Quick phonics screener. College Station, TX: Texas A&M University.
Quick Phonics Screener, Standard Version – Scoring Form
Student: ________________________ Teacher: _________________ Date:___________
Section 1: Letter Names & Sounds
K-1st Score
1. Letters
m t a s i r d f o
(a ) Names /26
g l h u c n b j k /21
cons.
(b) Sounds
y e w p v qu x z /5
Vowels
Section 2-7: Single Syllable Words
Gr. 1 Score
2. vc & cvc
wat fod leb tum pon sib cug raf mip hev
(a) in List /10
Sam and Ben hid the gum. Pat had a nap in bed.
(b) in Text
Mom had a top on a big pot. Tim can sit in a tub. /20
Gr.1
3. cvcc &
ccvc clab trin snaf greb slad
(a) in List fosp lonk mant jast sund
/10
Glen will swim past the raft in the pond.
(b) in Text
The frog must flip and spin and jump. /10
Gr. 1-2
4. Silent e
CVC-e sice nole fune moze vate
(a) in List rine lade sile gane fote /10
Mike and Jane use a rope to ride the mule.
(b) in Text
Pete has five tapes at home. /10
Gr. 1-2
5. R-Control
Vowels cort pirk varb serl surd
(a) in List tarn forp murk tirn kerm /10
The dark tar on his torn shirt burned and hurt him.
(b) in Text
The bird hid under the ferns in the park. /10
Adapted from Hasbrouck, J., & Parker, R. (2001). Quick phonics screener. College Station, TX: Texas A&M University.
