Phonological awareness diagnostic assessment
Phonological awareness is a critical skill for all students’ literacy development and a predictor of later reading and spelling success.
Phonological awareness consists of 5 subskills beginning with word, syllable, onset/rime awareness, moving to the more complex subskills of basic and advanced phonemic awareness.
About the assessment
The Phonological awareness diagnostic assessment is a short on-demand assessment that tells teachers how students are progressing in phonological awareness. The assessment complements existing strategies used to identify students' progress in foundational literacy skills development.
It allows students to demonstrate what they know and can do and clarifies for teachers their students’ skill level for the subskills. Teachers will be able to use the assessment flexibly, by choosing which subskills they will assess, to suit the needs of individual students.
The assessment takes approximately 20 minutes and is conducted by classroom teachers with individual students. Teachers use the online tool to enter student responses.
The assessment is available for any student from Kindergarten onwards.
Watch the video explaining how the Phonological awareness diagnostic assessment can support teachers.
Narrator
The Phonological awareness diagnostic assessment is a short assessment that tells teachers how students are progressing in phonological awareness.
The short assessment, available to all NSW public schools, allows primary and secondary teachers to individually assess and clarify a student’s skill level for Phonological awareness. It will help teachers to diagnose how students are progressing, determine the focus for explicit teaching and learning, and monitor learning progress.
Phonological awareness is a critical skill for all students’ literacy development and a predictor of later reading and spelling success.
Teachers will be able to use the assessment flexibly to suit the needs of individual students by choosing which subskills they will assess.
The assessment consists of five subskills beginning with word, syllable, onset and rime awareness, moving to the more complex subskills of basic and advanced phonemic awareness.
The assessment will support teachers to target all areas of phonological awareness.
The assessment can be used for any student from Kindergarten onwards.
Listen to this kindergarten teacher talk about how she would use the diagnostic assessment.
Kindergarten teacher
I have completed some explicit teaching around segmenting and blending syllables.
I’m unsure about the learning of one of my students in this subskill.
I will use the diagnostic assessment to assess their learning in syllable awareness to determine what explicit teaching and practise is required.
Narrator
A Year 4 teacher is concerned about one of their students who is experiencing difficulties in reading.
Year 4 teacher
I have a student who demonstrates strong oral language comprehension.
However, when they are reading a book to me they struggle to decode the words on the page and their reading is very slow.
I know a deficit in phonological awareness, particularly phonemic awareness, could be the reason for this.
I will use the assessment to diagnose if this could be the possible cause for their word reading difficulties.
Narrator
Feedback is provided which informs teachers about next steps in learning and how they can plan additional support that students may need.
Teachers will be able to access the assessment tool via the ALAN portal.
For more information visit the Literacy and Numeracy website.
[End of transcript]
Student feedback and analysis
Student responses are mapped to indicators from the National Literacy Learning Progression indicators with information automatically recorded in PLAN2. A Student Assessment Analysis will provide teachers with feedback to inform decisions about next steps in learning for that student. The analysis will be accessed from the assessment tool in the department's ALAN website.
How can my school access the assessment?
Teachers can access the assessment tool at any time via ALAN.
For technical assistance with assessments in the ALAN tool , log on online support request .
How will my school be supported?
Visit Phonics diagnostic assessment resources for materials to assist you to implement the Phonological awareness diagnostic assessment.
Visit Literacy and numeracy Professional learning for opportunities looking at practical application of evidence-based teaching of reading.
The Phonological awareness diagnostic assessment is a short on-demand assessment that tells teachers how students are progressing in phonological awareness. The assessment takes approximately 20 minutes and is conducted by classroom teachers with individual students. Teachers use the online tool to enter student responses.
Advice on use
The Phonological awareness diagnostic assessment is an on-demand assessment that is administered to individual students.
Teachers can use the assessment flexibly, by choosing which subskills they will assess, to suit the needs of individual students.
Differentiation
When using this resource, it is important for teachers to consider the needs of all students, including Aboriginal and EAL/D learners.
EAL/D learners will require explicit language support and scaffolding, informed by the Enhanced EAL/D enhanced teaching and learning cycle and the student’s phase on the EAL/D Learning Progressions. For further information visit English as an additional language or dialect education.
Learning adjustments enable students with disability and additional learning and support needs to access syllabus outcomes and content on the same basis as their peers. Teachers can use a range of adjustments to ensure a personalised approach to student learning.
A range of tools to identify, assess and challenge high potential and gifted learners are available to support teachers in the classroom. Identifying contributors to achievement helps teachers identify and target areas for students’ growth and improvement. A differentiation adjustment tool can be used to plan effective teaching strategies.
Evidence base
Konza, D., 2011 Research in Practice series, Department for Education, South Australia
Additional resources
Professional learning opportunities are available on the Literacy and numeracy professional learning page.
Reading guides to support conversations about best practice for teaching reading.
Professional learning pathways help to make decisions about building capability.
Alignment to system priorities and/or needs: Literacy and numeracy priorities, Our Plan for Public Education, School Excellence Policy (nsw.gov.au), Literacy and numeracy practice guide.
Alignment to School Excellence Framework: Learning domain: Curriculum, Literacy and numeracy focus. Teaching domain: Effective classroom practice, Explicit teaching. Leading domain: Educational leadership: Leading teaching and learning.
Consulted with: Literacy and Numeracy
Author: Primary Literacy, Literacy and Numeracy
Reviewed by: Literacy and Numeracy
Last updated: April 2025
Anticipated resource review date: January 2026
Feedback: Complete the online form to provide any feedback