KPM: Why does the Spanish KPM blending section include phonemes and not just syllables?

 Answer

During the development of KPM, Spanish-language tasks were piloted and validated in bilingual and Spanish-speaking classrooms across Texas. Research findings showed that syllable blending alone was relatively easy for Spanish-speaking Kindergarten students. To better assess the full range of phonological awareness, items were added that require students to blend smaller units of sound—phonemes.

This decision was supported by a national panel of bilingual experts, who emphasized that phoneme-level blending is a strong predictor of future English reading success. While syllable manipulation is sufficient for learning to read in Spanish, phoneme-level blending helps prepare students for the transition to English literacy instruction in later grades.

The blending task is designed to assess students’ ability to manipulate sounds, not just syllables. This is reflected in their spelling development and supports a more comprehensive understanding of early literacy skills.

🔍 Expressive vs. Receptive Blending

• Blending Expressive:

  • No picture support in either English or Spanish

  • Students verbally respond to items that include syllables, phonemes, or a combination of both

• Blending Receptive:

  • Includes picture support in both English and Spanish

  • Students select the correct image after hearing the segmented word

We appreciate your feedback and continuously review KPM measures and benchmarks using statewide data to ensure they remain developmentally appropriate and instructionally useful.

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