1. All tests include teacher directions, student pages, and answer keys.
2. Use your teacher knowledge of students’ reading strengths and needs to select an appropriate ‘starting test’. If it is too hard, go back. If it is too easy, go forward.
3. Alphabet letter knowledge is tested with pointing, naming, and writing.
4. Single consonant knowledge is tested with sound dictation and spelling.
5. Short vowel sound knowledge is tested with minimal trios of simple words.
6. Other consonant and vowel knowledge is tested with word dictation and spelling, which is considered a valid measure of important phonological processing skills.
7. Not all tests or items need to be given. Stop testing when you have what you need to plan instruction or if students begin to show test fatigue or frustration.
8. If certain testing processes or test items are confusing for students, change the steps, orders, or words as needed.

Tests

1. 

   Uppercase Letter Identification – p. 10

2. Lowercase Letter Identification – p. 11
3. Letter Naming (upper and lowercase) – p. 12
4. Letter Writing (upper and lowercase) – p. 13
5. Single Consonant Knowledge – p. 14
6. Short Vowel Knowledge – pp. 15-16
7. Consonant Blend and Short Vowel Knowledge – p. 17
8. Consonant Digraph/Trigraph and Short Vowel Knowledge – p. 18
9. Long Vowel Silent-e and Vowel Digraph Knowledge – p. 19
10. Vowel-R and Vowel Diphthong Knowledge – p. 20