rogers phonics test

Rogers Phonics Test, p. 1

Rogers Phonics Test1 Summary of Student Performance

Student: _________________________________ Date ________________________ Pre‐test of Decoding Mastery Score _____ / 10 Fundamental Code Phonics Subtest Score _____ / 45 Knowledge of initial‐consonant letter‐sound correspondences Score _____ / 18 Knowledge of initial‐consonant‐digraph letter‐sound correspondences Score _____ / 5 Knowledge of final‐consonant‐digraph letter‐sound correspondences Score _____ / 3 Knowledge of short‐vowel letter‐sound correspondences and decoding

the VC‐ and CVC‐spelling pattern Score _____ / 5 Knowledge of long‐vowel letter‐sound correspondences and decoding

the VCe‐ and CVCe‐spelling pattern Score _____ / 4 Knowledge of double‐vowel, vowel‐digraph, dipthongs, and

r‐controlled vowel grapheme‐phoneme correspondences and decoding the VVC‐ and CVVC‐spelling pattern Score _____ / 4

Variants Code Phonics Subtest Score _____ / 124 Phonemic Awareness Subtest Score _____ / 10 Blending phonemes to recognize words Score _____ / 5 Segmenting spoken words to hear each phoneme distinctly Score _____ / 5 Alphabet Knowledge Subtest Score _____ /104 Naming alphabet letters, lowercase Score _____ / 26 Naming alphabet letters, uppercase Score _____ / 26 Writing alphabet letters, lowercase Score _____ / 26 Writing alphabet letters, uppercase Score _____ / 26 Knowledge of Text Conventions Subtest Score _____ /6 Environmental Print Reading Test Comment: ________________________________________________________________

1 The Rogers Phonics Test helps teachers assess how well students have learned to sound out words using their knowledge of the fundamental and variant spellings for the 45 sounds of Ontario dialect English and their ability to blend sounds to recognize the spoken form of a word. The test also measures students’ knowledge of concepts and conventions of printed English and their ability to name and print the letters of the alphabet. The test can also be used to determine if students can write the basic and variant spellings of the phonemes, extending its use as a tool to study students’ use of the phonological recoding route to word recognition. To administer the test, follow the instructions on the Teacher’s Instructions and Recording Form while asking the student to read from the Copy that the Student Reads From or Writes On. Record in the Summary of Student Performance the student’s scores on each of the subtests administered. Complete the Record of Letter‐Sound Correspondences Known.


Record of Letter‐Sound Correspondences Known This record shows at a glance, every letter‐sound correspondence the student knew on the Rogers Phonics Test. For each test item the student reads correctly, find the corresponding phoneme on this table and write a checkmark beside the fundamental or variant spelling that the student demonstrated the ability to read. (The phonemes are listed alphabetically to facilitate completing this record.) Compare the test findings to the scope and sequence chart for the phonics program you are using, and explore, in that program’s order, the grapheme‐phoneme correspondences the student has yet to master.

phoneme fundamental

spelling & key word

variant spellings

/a/ a alligator

/ā/ a‐e cake

ai aim

‐ay pay

‐ae sundae

‐ey prey

eigh eight

‐ea break

/air/ air stairs

‐are hare

‐ear bear

‐ere where

/ar/ ar star

/b/ b bird

‐bb rabbit

bu build

/ch/ ch chair

‐tch patch

‐ture vulture

/d/ d dragon

‐dd puddle

‐ed rained

/e/ e edge

‐ea head

‐ai said

/ē/ ee eel

ea eat

e emu

‐y sunny

e‐e concrete

‐ey key

‐ie movie

‐ine sardine

/eer/ eer deer

ear ears

‐ere here

‐ier cashier

/er/ er herbs

ir birthday

ur nurse

ear earth

(w)or world

‐our humour

‐re theatre

/f/ f fox

‐ff cliff

ph phone

‐gh laugh

/g/ g goose

‐gg juggle

gu guitar

gh ghost

‐gue catalogue

/h/ h horse

/i/ i igloo

‐y cymbals

/ī/ i‐e bike

‐igh night

‐ie tie

‐i behind

‐y sky

ei either

/j/ j jellyfish

‐ge cabbage

g gerbil

‐dge fridge


/k/ k koala

c cat

‐ck duck

ch chameleon

qu bouquet

que plaque

/ks/ ‐x fox

‐ks books

‐cks ducks

‐kes cakes

ex exit

/kw/ qu quail

/l/ l lion

‐ll bell

le couple

/m/ m monkey

‐mm hammer

‐mb comb

‐mn column

‐me welcome

/n/ n newt

‐nn bonnet

kn knot

gn gnat

‐ine engine

/ng/ ‐ng gong

‐n jungle

/ngk/ ‐nk ink

/o/ o ostrich

‐a watch

aw fawn

au sauce

‐al chalk

augh caught

ough thought

/ō/ o‐e rope

oa oak

‐ow bow

o yo‐yo

‐oe toe

‐ough dough

/oi/ oi oil

oy toy

/oo/ oo book

oul could

/or/ or fork

oar oar

oor door

ore ore

our four

‐ar war

/ou/ ou out

ow owl

ough plough

/p/ p parrot

‐pp puppet

/r/ r rooster

‐rr arrow

wr wrong

rh rhino

/s/ s squirrel

‐ss glass

c ice

sc scissors

‐st‐ castle

ps psycho

/sh/ sh shell

ch chef

‐ti station

‐ci magician

‐ssi mission

/t/ t tiger

‐tt letter

‐ed skipped

/th/ th thistle

/th/ th there

/u/ u up

‐o son

‐ou touch

‐ough tough


/ū/ u‐e

flute oo zoo

‐ue blue

‐ew dew

‐ui fruit

‐ou soup

‐o move

‐ough though

/v/ v vulture

‐ve glove

/w/ w worm

wh wheel

/y/ y yak

/z/ z zebra

‐zz fuzz

‐s fries

‐se cheese

‐ze breeze

/zh/ ‐si television

‐s treasure

‐z azure

‐g courgette

‐ge collage


Rogers Phonics Test Teacher’s Instructions and Recording Form Pre‐test of Decoding Mastery Score _____ / 10 Do not administer this pre‐test if you know that a student struggles to decode words. Skip it and go directly to the Fundamental Code Phonics Subtest. Students who can correctly read aloud the ten items on this pre‐test probably have the capacity to recognize in print any for which they already know the meaning and pronunciation. Such students have mastered the ability to apply their knowledge of letter‐sound correspondences and blending to phonologically recode words from their printed form to their spoken form. When they look at a printed word that they cannot yet recognize on sight, they can sound it out. There is no need to administer the rest of the test if they can correctly and quickly read aloud these pseudo words. To administer the pre‐test, say, “Please look at these words. They’re not real words, but I want you to read them aloud just the way you would if you saw them while reading a book to someone.” Record phonetically all the oral reading errors the student makes. 1. simkut ____________________ 2. flutting ____________________ 3. buling ____________________ 4. twelabe ____________________ 5. neelfimber ____________________ 6. wrealbitawmit ____________________ 7. slitterlingly ____________________ 8. mationable ____________________ 9. knoitowd ____________________ 10. mishtaneous ____________________


Fundamental Code Phonics Subtest Score _____ / 45 Knowledge of initial‐consonant letter‐sound correspondences Score _____ / 18 Begin the test by pointing to the first sign on the Student Copy and saying, “This sign says This side up. This word is up.” Then point to the second picture and say, “This switch is on. This word is on.” “Look here.” Point to number 1 on the Student Copy. “What letter do you see first?” Wait for the answer. (If the student can’t name the letter, you can still administer the items: Just name the letter for the child and later administer the Alphabet Knowledge subtest.) If the student names the letter correctly, say, “That’s right, that’s an m. What is this word?” If incorrect, say, “That word is up. Remember the sign?” If correct, say, “Yes, that word is up.” “Now read this word.” Point to mup on the Student Copy. Continue the test using similar wording for the remaining items. If the child misreads the word on in item 5, just say, “That word is on. Remember the switch? It was on.” Continue the test, writing a phonetic representation of words the student reads incorrectly. 1. mup ____________ phoneme: /m/ spelling: m 2. sup ____________ phoneme: /s/ spelling: s 3. tup ____________ phoneme: /t/ spelling: t 4. fup ____________ phoneme: /f/ spelling: f 5. don ____________ phoneme: /d/ spelling: d 6. ron ____________ phoneme: /r/ spelling: r 7. gon ____________ phoneme: /g/ spelling: g 8. pup ____________ phoneme: /p/ spelling: p 9. hup ____________ phoneme: /h/ spelling: h 10. kon ____________ phoneme: /k/ spelling: k 11. bup ____________ phoneme: /b/ spelling: b 12. nup ____________ phoneme: /n/ spelling: n 13. jup ____________ phoneme: /j/ spelling: j 14. von ____________ phoneme: /v/ spelling: v 15. zup ____________ phoneme: /z/ spelling: z 16. won ____________ phoneme: /w/ spelling: w 17. yup ____________ phoneme: /y/ spelling: y 18. lon ____________ phoneme: /l/ spelling: l Knowledge of initial‐consonant‐digraph letter‐sound correspondences Score _____ / 5 19. chon ____________ phoneme: /ch/ spelling: ch 20. shup ____________ phoneme: /sh/ spelling: sh


21. thup ____________ phoneme: /th/2 spelling: th 22. thon ____________ phoneme: /th/3 spelling: th 23. quon ____________ phoneme: /kw/ spelling: qu Knowledge of final‐consonant‐digraph letter‐sound correspondences Score _____ / 3 24. wong ____________ phoneme: /ng/ spelling: ‐ng 25. tox ____________ phoneme: /ks/ spelling: ‐x 26. ink ____________ phoneme: /ngk/ spelling: ‐nk Knowledge of short‐vowel letter‐sound correspondences and decoding the VC‐ and CVC‐spelling pattern Score ____ / 5 27. 4 ap ____________ phoneme: /a/ spelling: a (map) 28. mem ____________ phoneme: /e/ spelling: e (stem) 29. ip ____________ phoneme: /i/ spelling: i (hip) 30. nop ____________ phoneme: /o/ spelling: o (hop) 31. ut ____________ phoneme: /u/ spelling: u (but) Knowledge of long‐vowel letter‐sound correspondences and decoding the VCe‐ and CVCe‐spelling pattern Score _____ / 4 32. pame ____________ phoneme: /ā/ spelling: a‐e (name) 33. ipe ____________ phoneme: /ī/ spelling: i‐e (ripe) 34. mone ____________ phoneme: /ō/ spelling: o‐e (bone) 35. upe ____________ phoneme: /ū/ spelling: u‐e (dupe) Knowledge of double‐vowel, vowel‐digraph, dipthongs, and r‐controlled vowel grapheme‐phoneme correspondences and decoding the VVC‐ and CVVC‐spelling pattern Score _____ / 4 36. eeb ____________ phoneme: /ē/ spelling: ee 37. foib ____________ phoneme: /oi/ spelling: oi (oil) 38. bout ____________ phoneme: /ou/ spelling: ou (out) 39. wook ____________ phoneme: /oo/5 spelling: oo (book)

2 (Voiced, like them; if the student says th as in thing for item 22, and does the same for item 23, say, “What’s another way you could say that word?” She earns both marks only for saying the two sounds of the spelling th. 3 (Unvoiced, like thing). 4 Items 27‐168: Say to the student, “Please read each word on this list.” Point to the list. “Some are real words; some are just made‐up words. Read each word like you are reading aloud to someone.” Write out each oral reading error phonetically on the line for the word. 5 If student says a rhyme of look, go on to item 40. If she does not, ask, “What’s another way to say that word?” Go to item 40 after another try, whether she says a rhyme of look or not.


40. ber ____________ phoneme: /er/ spelling: er (her) 41. dar ____________ phoneme: /ar/ spelling: ar (far) 42. sor ____________ phoneme: /or/ spelling: or (for) 43. mair ____________ phoneme: /air/ spelling: air (air) 44. meer ____________ phoneme:/eer/ spelling: eer (cheer) 45. mision ____________ phoneme:/zh/ spelling: ‐si (vision)


Variants Code Phonics Subtest Score _____ / 124 46. hammer ____________ phoneme:/m/ spelling: ‐mm 47. glass ____________ phoneme: /s/ spelling: ‐ss 48. letter ____________ phoneme: /t/ spelling: ‐tt 49. cymbals ____________ phoneme: /i/ spelling:‐y 50. puppet ____________ phoneme: /p/ spelling: ‐pp 51. tennis ____________ phoneme: /n/ spelling: ‐nn 52. cat ____________ phoneme: /k/ spelling: c 53. head ____________ phoneme: /e/ spelling: ‐ea 54. arrow ____________ phoneme: /r/ spelling: ‐rr 55. puddle ____________ phoneme: /d/ spelling: ‐dd 56. juggle ____________ phoneme: /g/ spelling: ‐gg 57. watch ____________ phoneme: /o/ spelling: ‐a 58. son ____________ phoneme: /u/ spelling: ‐o 59. bell ____________ phoneme: /l/ spelling: ‐ll 60. cliff ____________ phoneme: /f/ spelling: ‐ff 61. rabbit ____________ phoneme: /b/ spelling: ‐bb 62. cabbage ____________ phoneme: /j/ spelling: ‐ge 63. aim ____________ phoneme: /ā/ spelling: ai 64. wheel ____________ phoneme: /w/ spelling: wh 65. oak ____________ phoneme: /ō/ spelling: oa 66. night ____________ phoneme: /ī/ spelling: ‐igh 67. eat ____________ phoneme: /ē/ spelling: ea 68. zoo ____________ phoneme: /ū/ spelling: oo 69. oar ____________ phoneme: /or/ spelling: oar 70. fuzz ____________ phoneme: /z/ spelling: ‐zz 71. jungle ____________ phoneme: /ng/ spelling: ‐n 72. glove ____________ phoneme: /v/ spelling: ‐ve 73. could ____________ phoneme: /oo/ spelling: ‐oul 74. books ____________ phoneme: /ks/ spelling: ‐ks 75. patch ____________ phoneme: /ch/ spelling: tch 76. chef ____________ phoneme: /sh/ spelling: ch 77. owl ____________ phoneme: /ou/ spelling: ow 78. toy ____________ phoneme: /oi/ spelling: oy 79. birthday ____________ phoneme: /er/ spelling: ir 80. hare ____________ phoneme: /air/ spelling: ‐are 81. ear ____________ phoneme: /eer/ spelling: ‐ear 82. treasure ____________ phoneme: /zh/ spelling: ‐s 83. comb ____________ phoneme: /m/ spelling: ‐mb 84. ice ____________ phoneme: /s/ spelling: c 85. skipped ____________ phoneme: /t/ spelling: ‐ed 86. knot ____________ phoneme: /n/ spelling: kn 87. duck ____________ phoneme: /k/ spelling: ‐ck 88. said ____________ phoneme: /e/ spelling: ai 89. wrong ____________ phoneme: /r/ spelling: wr 90. rained ____________ phoneme: /d/ spelling: ‐ed


91. guitar ____________ phoneme: /g/ spelling: gu 92. fawn ____________ phoneme: /o/ spelling: aw 93. touch ____________ phoneme: /u/ spelling: ‐ou 94. couple ____________ phoneme: /l/ spelling: le 95. phone ____________ phoneme: /f/ spelling: ph 96. build ____________ phoneme: /b/ spelling: bu 97. gerbil ____________ phoneme: /j/ spelling: g 98. pay ____________ phoneme: /ā/ spelling: ‐ay 99. bow ____________ phoneme: /ō/ spelling: ow 100. tie ____________ phoneme: /ī/ spellie: ie 101. emu ____________ phoneme: /ē/ spelling: e 102. blue ____________ phoneme: /ū/ spelling: ue 103. door ____________ phoneme: /or/ spelling: oor 104. fries ____________ phoneme: /z/ spelling: ‐s 105. ducks ____________ phoneme: /ks/ spelling: cks 106. vulture ____________ phoneme: /ch/ spelling: ‐ture 107. station ____________ phoneme: /sh/ spelling: ‐ti 108. plough ____________ phoneme: /ou/ spelling: ough 109. nurse ____________ phoneme: /er/ spelling: ur 110. bear ____________ phoneme: /air/ spelling: ‐ear 111. here ____________ phoneme: /eer/ spelling: ‐ere 112. azure ____________ phoneme: /zh/ spelling: ‐z 113. column ____________ phoneme: /m/ spelling: ‐mn 114. scissors ____________ phoneme: /s/ spelling: sc 115. gnat ____________ phoneme: /n/ spelling: gn 116. chameleon ____________ phoneme: /k/ spelling: ch 117. rhino ____________ phoneme: /r/ spelling: rh 118. ghost ____________ phoneme: /g/ spelling: gh 119. sauce ____________ phoneme: /o/ spelling: au 120. laugh ____________ phoneme: /f/ spelling: ‐gh 121. fridge ____________ phoneme: /j/ spelling: dge 122. sundae ____________ phoneme: /ā/ spelling: ae 123. yo‐yo ____________ phoneme: /ō/ spelling: o 124. behind ____________ phoneme: /ī/ spelling: i 125. sunny ____________ phoneme: /ē/ spelling: ‐y 126. dew ____________ phoneme: /ū/ spelling: ‐ew 127. ore ____________ phoneme: /or/ spelling: ‐ore 128. cheese ____________ phoneme: /z/ spelling: ‐se 129. cakes ____________ phoneme: /ks/ spelling: ‐kes 130. magician ____________ phoneme: /sh/ spelling: ci 131. earth ____________ phoneme: /er/ spelling: ear 132. where ____________ phoneme: /air/ spelling: ere 133. cashier ____________ phoneme: /eer/ spelling: ier 134. courgette ____________ phoneme: /zh/ spelling: ‐g 135. welcome ____________ phoneme: /m/ spelling: ‐me 136. castle ____________ phoneme: /s/ spelling: ‐st 137. engine ____________ phoneme: /n/ spelling: ‐ine 138. bouquet ____________ phoneme: /k/ spelling: qu


139. catalogue ____________ phoneme: /g/ spelling: ‐gue 140. chalk ____________ phoneme: /o/ spelling: al 141. prey ____________ phoneme: /ā/ spelling: ‐ey 142. toe ____________ phoneme: /ō/ spelling: ‐oe 143. sky ____________ phoneme: /ī/ spelling: ‐y 144. concrete ____________ phoneme: /ē/ spelling: e‐e 145. fruit ____________ phoneme: /ū/ spelling: ui 146. four ____________ phoneme: /or/ spelling: ‐our 147. breeze ____________ phoneme: /z/ spelling: ‐ze 148. exit ____________ phoneme: /ks/ spelling: ex 149. mission ____________ phoneme: /sh/ spelling: ‐ssi 150. world ____________ phoneme: /er/ spelling: (w)or 151. collage ____________ phoneme: /zh/ spelling: ‐ge 152. psycho ____________ phoneme: /s/ spelling: ps 153. plague ____________ phoneme: /k/ spelling: ‐que 154. caught ____________ phoneme: /o/ spelling: augh 155. eight ____________ phoneme: /ā/ spelling: eigh 156. dough ____________ phoneme: /ō/ spelling: ough 157. either ____________ phoneme: /ī/ spelling: ei 158. key ____________ phoneme: /ē/ spelling: ‐ey 159. soup ____________ phoneme: /ū/ spelling: ou 160. war ____________ phoneme: /or/ spelling: ‐ar 161. humour ____________ phoneme: /er/ spelling: our 162. thought ____________ phoneme: /o/ spelling: ‐ough 163. break ____________ phoneme: /ā/ spelling: ea 164. movie ____________ phoneme: /ē/ spelling: ‐ie 165. move ____________ phoneme: /ū/ spelling ‐o 166. theatre ____________ phoneme: /er/ spelling: re 167. sardine ____________ phoneme: /ee/ spelling: ‐ine 168. dough ____________ phoneme: /ō/ spelling: ‐ough


Phonemic Awareness Subtest Score _____ / 10 There is no Student Copy for this subtest because it assesses oral language skills. Blending phonemes to recognize words Score _____ / 5 Say, “I can say words very slowly, sound by sound. Listen to how I can say man very slowly: /m/ . . . /a/ . . . /n/. Could you tell that I said man very slowly? I’m going to say another word slowly. You tell me what word I’m saying slowly. /f/ . . . /u/. . ./n/.” [Student should say “fun.”] “Let’s try some more. I’ll speak a word slowly; you say the word the way we say it when we talk.” 1. /m/ . . . /i/ . . . /t/ ____________ 2. /s/ . . . /ē/ . . . /l/ ____________ 3. /y/ . . . /e/ . . . /s/ ____________ 4. /r/ . . . /u/ . . . /g/ ____________ 5. /w / . . . /ī/ . . ./d/ ____________ Segmenting spoken words to hear each phoneme distinctly Score _____ / 5 Say, “If I say a word slowly, you can hear the sounds that make up that work. If I say no very slowly, /n . . . / . . . /ō/, you can hear the two sounds that we speak to say the word no. Now, I want you to say a word very slowly so I can hear every sound. Say hat very slowly.” [Say, “Good” if the student is successful. Offer one more practice if the student fails.] Say, “I’ll say some more words. You say each word slowly, sound by sound.” 6. make ____________ 7. nut ____________ 8. top ____________ 9. tail ____________ 10. some ____________


Alphabet Knowledge Subtest Score _____ /104 Naming alphabet letters, lowercase Score _____ / 26 Say, “When I point to a letter, you tell me what it’s called. What is the name of this letter?”

1. a ____________ 2. n ____________ 3. b ____________ 4. o ____________ 5. c ____________ 6. p ____________ 7. d ____________ 8. q ____________ 9. e ____________ 10. r ____________ 11. f ____________ 12. s ____________ 13. g ____________ 14. t ____________ 15. h ____________ 16. u ____________ 17. i ____________ 18. v ____________ 19. j ____________ 20. w ____________ 21. k ____________ 22. x ____________ 23. l ____________ 24. y ____________ 25. m ____________ 26. z ____________ Naming alphabet letters, uppercase Score _____ / 26 Say, “When I point to a letter, you tell me what it’s called. What is the name of this letter?”

1. A ____________ 2. N ____________ 3. B ____________ 4. O ____________ 5. C ____________ 6. P ____________ 7. D ____________ 8. Q ____________ 9. E ____________ 10. R ____________ 11. F ____________ 12. S ____________ 13. G ____________ 14. T ____________ 15. H ____________ 16. U ____________ 17. I ____________ 18. V ____________ 19. J ____________ 20. W ____________ 21. K ____________ 22. X ____________ 23. L ____________ 24. Y ____________ 25. M ____________ 26. Z ____________


Writing alphabet letters, lowercase Score _____ / 26 Say, “When I say a letter, you write it on your sheet.” Hand the student the test booklet with the page showing for writing alphabet letters, lowercase. Note the letters correctly written here.

1. a ____________ 2. n ____________ 3. b ____________ 4. o ____________ 5. c ____________ 6. p ____________ 7. d ____________ 8. q ____________ 9. e ____________ 10. r ____________ 11. f ____________ 12. s ____________ 13. g ____________ 14. t ____________ 15. h ____________ 16. u ____________ 17. i ____________ 18. v ____________ 19. j ____________ 20. w ____________ 21. k ____________ 22. x ____________ 23. l ____________ 24. y ____________ 25. m ____________ 26. z ____________ Writing alphabet letters, uppercase Score _____ / 26 Say, “When I say a letter, you write it on your sheet. Hand the student the test booklet with the page showing for writing alphabet letters, lowercase. Note the letters correctly written here.

1. A ____________ 2. N ____________ 3. B ____________ 4. O ____________ 5. C ____________ 6. P ____________ 7. D ____________ 8. Q ____________ 9. E ____________ 10. R ____________ 11. F ____________ 12. S ____________ 13. G ____________ 14. T ____________ 15. H ____________ 16. U ____________ 17. I ____________ 18. V ____________ 19. J ____________ 20. W ____________ 21. K ____________ 22. X ____________ 23. L ____________ 24. Y ____________ 25. M ____________ 26. Z ____________


Knowledge of Text Conventions Subtest Score _____ /6 Place the Student Copy of this subtest in front of the student, and ask these questions. Write a checkmark after each task the student completes successfully. 1. “Point with your finger at a letter that is all by itself.” 2. “Point to the word that is all by itself.” 3. “Point to a sentence.” 4. “Show me where to begin to read here.” [Touch into the middle of the text below the

line on the student copy.] 5. “If I read this word first [touch the word Once], show me the words I would read next “ 6. “When I get here, [Touch the end of the first line], point to where I should go to read

more?”


Environmental Print Reading Test The teacher must use informal observation and talking to the student’s child, guardian, or other caregiver to determine whether he has learned to read any words prominent in his environment. The teacher can ask someone who knows the child to tell any words that the student is able to read (e.g., cereal box names or other product labels the child sees in the house, prominent signs in the community like the names of a popular business, the names of products or programs shown on TV, or the child’s own name or the names of other family members. Note the words read here and summarize whether or not the child has learned to read any of the words that are the type of words most students first learn to read.


Rogers Phonics Test Copy that the Student Reads From or Writes On Pre‐test of Decoding Mastery

1. simkut 2, flutting 3. buling 4. twelabe 5. neelfimber 6. wrealbitawmit 7. slitterlingly 8. mationable 9. knoitowd 10. mishtaneous


Fundamental Code Phonics Subtest

up

on

1. m up mup 2. s up sup 3. t up tup 4. f up fup 5. d on don 6. r on ron 7. g on gon 8. p up pup 9. h up hup 10. k on kon 11. b up bup 12. n up nup 13. j up jup 14. v on von 15. z up zup 16. w on won 17. y up yup 18. l on lon 19. ch on chon 20. sh up shup 21. th up thup 22. th on thon


23. qu on quon 24. -ng wong 25. -nk ink 26. -x tox 27 ap 28. mem 29. ip 30. nop 31. ut 32. pame 33. ipe 34. mone 35. upe 36. eeb 37. foib 38. bout 39. wook 40. ber 41. dar 42. sor 43. mair 44. meer 45. mision


Variants Code Phonics Subtest

46. hammer 47. glass 48. letter 49. cymbals 50. puppet 51. tennis 52. cat 53. head 54. arrow 55. puddle 56. juggle 57. watch 58. son 59. bell 60. cliff 61. rabbit 62. cabbage 63. aim 64. wheel 65. oak 66. night 67. eat 68. zoo 69. oar 70. fuzz 71. jungle 72. glove 73. could 74. books 75. patch 76. chef


77. owl 78. toy 79. birthday 80. hare 81. ear 82. treasure 83. comb 84. ice 85. skipped 86. knot 87. duck 88. said 89. wrong 90. rained 91. guitar 92. fawn 93. touch 94. couple 95. phone 96. build 97. gerbil 98. pay 99. bow 100. tie 101. emu 102. blue 103. door 104. fries 105. ducks 106. vulture 107. station 108. plough 109. nurse


110. bear 111. here 112. azure 113. column 114. scissors 115. gnat 116. chameleon 117. rhino 118. ghost 119. sauce 120. laugh 121. fridge 122. sundae 123. yo-yo 124. behind 125. sunny 126. dew 127. ore 128. cheese 129. cakes 130. magician 131. earth 132. where 133. cashier 134. courgette 135. welcome 136. castle 137. engine 138. bouquet 139. catalogue 140. chalk 141. prey 142. toe


143. sky 144. concrete 145. fruit 146. four 147. breeze 148. exit 149. mission 150. world 151. collage 152. plague 153. sauce 154. fridge 155. eight 156. dough 157. either 158. key 159. soup 160. war 161. humour 162. thought 163. break 164. movie 165. move 166. theatre 167. sardine 168. dough


Alphabet Knowledge Subtest Naming alphabet letters, lowercase

1. a 2. n 3. b 4. o 5. c 6. p 7. d 8. q 9. e 10. r 11. f 12. s 13. g 14. t 15. h 16. u 17. i 18. v 19. j 20. w 21. k 22. x 23. l 24. y 25. m 26. z Naming alphabet letters, uppercase

1. A 2. N 3. B 4. O 5. C 6. P 7. D 8. Q 9. E 10. R 11. F 12. S 13. G 14. T 15. H 16. U 17. I 18. V 19. J 20. W 21. K 22. X 23. L 24. Y 25. M 26. Z


Writing alphabet letters, lowercase

1. ._____

2. ._____

3. ._____

4. ._____

5. _____

6. _____

7. _____

8. _____

9. _____

10. _____

11. _____

12. _____

13. _____

14. _____

15. _____

16. _____


17. _____

18. _____

19. _____

20. _____

21. _____

22. _____

23. _____

24. _____

25, _____

26. _____


Writing alphabet letters, uppercase

1. ._____

2. ._____

3. ._____

4. ._____

5. _____

6. _____

7. _____

8. _____

9. _____

10. _____

11. _____

12. _____

13. _____

14. _____

15. _____

16. _____


17. _____

18. _____

19. _____

20. _____

21. _____

22. _____

23. _____

24. _____

25, _____

26. _____


Knowledge of Text Conventions Subtest

word a Here is a sentence. Once upon a time, three pigs went out into the world. The first pig decided to build himself a house of straw. The second pig decided to build herself a house of sticks. The third pig decided to build herself a house of bricks.

rogers phonics test

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