For students with speech impairments, we recommend that you score as “correct” the items that the student pronounces with their consistent way of saying things.

For instance, a student whose speech impairment causes him to say “tow” instead of “cow” (and “touch” instead of “couch”), these items would be counted as CORRECT because the student is demonstrating knowledge of the letter/ sound correspondence through the consistent production of the sound matched to that letter / letter combinations. This same scoring approach also applies to Word and Passage Reading Fluency measures. Speech impairments may require the assessor to apply slightly different “correct/incorrect” rules as they are scoring the student’s assessment.