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Fisher-Logeman Test of Articulation Competence

Articulation/Phonology Test Group Assighnment
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Sophia Beal

on 22 April 2010

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Transcript of Fisher-Logeman Test of Articulation Competence

Fisher-Logeman Test of Articulation Competence General Test
Information Design Use How to Administer
Materials Scoring psychometric Data Cultural Sensitivity How to Administer Nouhad Alchahal
Brenda Burnette
Jatana Carter
Jessica Clark
Caitlin Cox
Katie Rupert
Sophia Beal
Mihelle Wray Authors: Fisher, Hilda & Jerilyn Logemann Year Published: 1971 The Complete kit includes the manual, test portfolio, 50 Picture Test Record Forms, and 50 Sentence Test Record Forms. The cost is about $219-$400 for the complete kit
Test Record Forms can be reordered separately for $40- $80 per test for 50 forms;
However, they could also be copied for the price of printing The Fisher-Logemann Test of Articulation is designed to: Implement the examination of the test subject’s phonological system in an orderly framework;
to provide ease in recording and analyzing phonetic notations of articulation; and
to facilitate accurate and complete analysis and categorization of articulation errors.

Who uses it? It is used by professionals by Speech Language Pathologist to gain a structured picture of the subject’s articulation problems, where they lie, and what patterns they follow in order to give the SLP an overall picture and help focus treatment options.

Who can you test? from as young as 3 years of age to adults a variety of cultural populations as well as the MR/DD population.
There are two tests: a picture test and a sentence test that will be explained and demonstrated one at a time.

Testing times were not given in the manual; but, further research suggests about 45 min. for both picture and sentence tests combined. Less for the complete picture test, and even less for the screening version of the picture test.

No special training is required; however, knowledge of IPA characters is necessary, and an understanding of cultural dialects would be helpful
Picture Test Picture Test This portion of the test consists of 109 picture stimuli, which are displayed on thirty-five hard-board cards.
Eleven selected cards having marginal tabs for easy location, comprise a short form of the test to be used for screening
The full test , tests every singleton consonant and vowel phoneme, and a few critical consonant clusters.
The screening test hits the most common areas of articulatory difficulties. Criteria of Words tested In order to create an effective measure of Articulation Competence, test creators decided each word tested must meet four criterion in the picture test. They are as follows:
The word must contain the phoneme being tested. (i.e. a word testing for /s/ must contain an /s/)
The occurrence of the phoneme must be systemized on the basis of syllabic function. (i.e. The (h) in doghouse is actually begins the second syllable and is therefor a prevocalic (h) and not intervocalic. Likewise, the medial (th) in toothbrush actually ends the first syllable and is therefor post vocalic.)
Test words must be common to the vocabulary of an individual of the age being tested. Of the 109 words being tested 98% are included in the Kindergarten Union word list
Eliciting the desired response spontaneously from a picture stimulus should be possible, rather than having the subject read the word or imitate the administrator. Picture Test Administration
Guidlines Have subject look at the picture and say what the picture is representing.
Record errors before moving on.


If the subject is not saying the word intended by the picture, the administrator is to use the prompt provided on the card to give hints.
The administrator should be careful not to lead the subject on or say the word for them. ( This is a test of what they can produce, not what they can mimic.)
For the screening version of the test use only cards 8- 21
for the full test cycle through all of the cards in order.
Assessing the Picture Test Record form As you test, only mark the error phonemes:If it is a dialectal difference, star or circle the phoneme and explain in the summary section on the score sheet that it is a dialectal difference. This is not seen as an error, and test provides a chart with common phonemes that may be substituted depending on different dialects
The score sheet of side 1 goes in order of the test and is organized by place, manner, and articulation:
only the errors are recorded and there is opportunity to describe why the sounds were made as they were
Sentence Test This Portion of the assessment consists of 15 sentences printed in large, legible type on a single card. This test is highly condensed, therefor it is quickly administered. However, it tests every singleton consonant and vowel phoneme of English.
Each cognate pair of consonants (Having the same place of articulation and manner of formation varying only in voiced/non-voiced) is tested in the same sentence. Example:/p/ and /b/ are cognate pairs and are both tested in sentence 1 of the assessment. /k/ and /g/ are cognate pairs and both are tested in sentence 3 of the assessment
Those that do not have cognate pairs are placed in sentences according to Manner and production

The first 11 sentences test singleton consonants and are arranged in their manner of production. The test format is as follows:
Front Vowels, Central Vowels, Back Vowels, Phonemic diphthongs
*For reliability each vowel is tested twice Criteria of Words Tested In order to create an effective measure of Articulation Competence, test creators decided each word tested must meet three criterion in the sentence test. They are as follows:
The word must contain the phoneme being tested. (i.e. a word testing for /s/ must contain an /s/)
The occurrence of the phoneme must be systemized on the basis of syllabic function. (i.e. The (h) in doghouse is actually begins the second syllable and is therefor a prevocalic (h) and not intervocalic. Likewise, the medial (th) in toothbrush actually ends the first syllable and is therefor post vocalic.)
Test words must be common to the reading vocabulary of an individual of the age being tested. *This is a test of their ability to say the word, not their ability to mimic your pronunciation so the entire sentence will be read by the subject, and all the words must be familiar.
The sentences include a total of 168 words. The breakdown is as follows:
12 are proper nouns (Names) that are based on familiarity.
Of the rest, 82% are included on the Gates List of 2500 Most Common Words in the reading vocabulary of grade 2.
78% are included in the first 1000 words of the Thorndike List, 13 from the second 1000, 7 from the third, 2 in the fourth, 2 in the sixth, 1 in the eighth, and 1 in the twelfth.
Conditions required for effective administration of the sentence test include the following:
To Administer Assessing the Sentence Test Like the picture test, the sentence test is not actually scored based on any standardized basis. This test is rather just a way to asses if there are any articulation problems, where they lie, and what patterns they follow in order to give the SLP an overall picture and help focus treatment options. In this test you simply record the scores and assess them.
The record form for the sentence portion of this assessment consists of two sides.
The Fisher-Logemann test has no psychometric data. It is a test designed to give the Speech Language Pathologist a structured picture of the subjects articulation problems, where they lie, and what patterns they follow in order to give the SLP an overall picture and help focus treatment options. In this test you simply record the scores and assess them.
It is important in any standardized test to recognize cultural differences and similarities that exist across test subjects, and even between the subject and the examiner.
The Fisher-Logemann Articulation Test recognizes that dialects and foreign accents are not articulation deficits, and in fact has several pages of lists encompassing some of the more common dialectal/accent articulation differences.
The test also states in several places that the examiner must not assume a single standard American which may lead to the false conclusion that any deviation from an “ideal” or “correct” pronunciation is evidence of an articulation error and is somehow “wrong”
While this test does go out of it’s way to get the examiner to be culturally sensitive, there are a few places in which it “shows its age”. Throughout the manual, the African-American culture was often referred to as to “negro” and persons of low socio-economic status referred to as “ghetto”
Strengths/ Weaknesses Some articulation tests only describe incorrect articulations as distortions giving the SLP no clear guideline as to how to proceed. Fisher-Logemann provides for complete descriptions of each incorrect articulation giving the SLP a clear picture of the issues at hand,as well as how to begin and progress through treatment.
Strengths The test can be administered across wide range of ages, and if the administrator is careful and discerning across a variety of cultures.
The test can also be administered to a MR/DD population weaknesses For the sentence test subjects must be literate and have no difficulty reading. Many of the pictures in the test mainly represent white cultures, and the manual included antiquated non pc descriptions of certain populations.
DO WE NEED A NEWER VERSION? WHat do you Think?
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