Assessment 1 - Word Repetition Tests: These are not phonological awareness tests as such, but are included because difficulties repeating long and unfamiliar words are an early indicator of dyslexia. There are two subtests as follows .....

Test 1.1 - Repetition of Polysyllabic Words and Nonwords: The child has to repeat 10 three-to-five syllable words (eg. "computer") and 10 matching nonwords (eg. "gongkuder").

Test 1.2 - Recognition of Polysyllabic Words and Nonwords: The child is given the same 20 words suitably randomised, and asked whether each is a word or a nonword.

Assessment 2 - Syllable Segmentation Tests: These are included because syllable segmentation correlates with reading ability. There are six subtests as follows .....

Test 2.1 - Syllable Segmentation - Detection of Syllables: The child is given 10 one-to-four syllable words. For each one he is asked to repeat it (to confirm that it has been heard correctly) and then clap out the number of syllables it contains (eg "television" = four claps).

Test 2.2 - Syllable Segmentation - Counting Syllables: The child is given 10 one-to-four syllable words, and asked to count the number of syllables it contains (eg "hospital" = "three").

Test 2.3 - Syllable Segmentation - Production of Syllables: The child is asked to produce two words (each) containing one-to-four syllables.

Test 2.4 - Deletion of Syllables - Compound Words: The child is given 10 two-syllable compound words (words where both syllables are words in their own right) and asked to delete either the first or the second syllable, as in the example "If I take toy away from toybox, what have I got left?"

Test 2.5 - Deletion of Prefixes and Suffixes: The child is given 10 two- or three-syllable words containing suffixes (five) or prefixes (five), and asked to delete same, as in the example "If I take dis away from disturb, what have I got left?"

Test 2.6 - Deletion of Syllables - Polysyllabic Words: The child is given 10 two-syllable polysyllabic words (words where both syllables are not necessarily words in their own right) and asked to delete either the first or the second syllable, as in the example "If I take tist away from dentist, what have I got left?"

Assessment 3 - Intra-Syllabic Segmentation Tests: These are tests of the ability to segment within individual syllables. There are six subtests as follows .....

Test 3.1 - Intra-Syllable Segmentation - Detection of Onset: The child is given 10 pairs of monosyllabic words where the initial phoneme is the same (eg. "fat/fist"), and has to repeat the common sound.

Test 3.2 - Intra-Syllable Segmentation - Detection of Rhyme: The child is given 10 pairs of monosyllabic words where everything but the initial phoneme is the same (eg. "cake/take"), and has to repeat the common sound.

Test 3.3 - Intra-Syllable Segmentation - Deletion of Onset: The child is given 10 monosyllabic words and asked to delete the initial phoneme, as in the example "If I take [r] away from rat, what have I got left?"

 Test 3.4 - Intra-Syllable Segmentation - Production of Onset: The child is given four monosyllabic words, and asked to produce three other words (or nonwords) which start with the same sound.

Test 3.5 - Intra-Syllable Segmentation - Judgement of Rhyme: The child is given 10 pairs of monosyllabic words and 10 pairs of disyllabic words, and asked to judge for each whether they rhyme or not (eg. "table/cable" = yes; "kipper/supper" = no).

Test 3.6 - Intra-Syllable Segmentation - Production of Rhyme: The child is given four monosyllabic words, and asked to produce three other words (or nonwords) which rhyme with them.

Assessment 4 - Phoneme Segmentation Tests: These are included because children generally only become aware of individual phonemes after they have learned to read. There are six subtests, five of which are described below:

Test 4.1 - Phoneme Segmentation - Blending of Phonemes: The child is given 15 three-or-four phoneme blending tasks (eg. [k] [Ù ] [p] = ? answer "cup"), subdivided into five short vowel monosyllabic trials, five long vowel monosyllabic trials, and five disyllabic trials.

Test 4.2 - Phoneme Segmentation - Detection of Phonemes: The child is given 10 one-syllable words. For each one he is asked to repeat it (to confirm that it has been heard correctly) and then clap out the number of phonemes it contains (eg "rust" = four claps).

Test 4.3 - Phoneme Segmentation - Segment Word into Phonemes: The child is given 10 monosyllabic words, and asked to split each up into its individual sounds (eg. "cup" = [k] [Ù ] [p]; letter names, ie. "see - you - pee", are scored as incorrect).

Test 4.4 - Phoneme Segmentation - Deletion of Phonemes from Initial Clusters: The child is given 10 monosyllabic words with an initial two-phoneme cluster (eg. "br...", "sk...", etc). For five of these the task is to remove the initial phoneme (eg. "bring" = "ring"), and for the other five the task is to remove the second phoneme (eg. "clog" = "cog").

Test 4.5 - Phoneme Segmentation - Deletion of Phonemes from Final Clusters: The child is given 10 monosyllabic words with a final two-phoneme cluster (eg. "...st", "...nd", etc). For five of these the task is to remove the last but one phoneme (eg. "cost" = "cot"), and for the other five the task is to remove the last phoneme (eg. "weld" = "wel").

 Syllable Segmentation Games: Six games, three of which are described below:

Game 1 - Syllable Pairs: Prepare a supply of cards each containing a single syllable (eg. "-ing"). Spread these out face downwards on the table, and have players take it in turns revealing them and trying to join them up into complete words. Every completed word is scored to the player who created it, and the winner is the player who has made the most words when all the cards have been used.

Game 2 - Syllable Snap: Prepare a pack of picture cards of objects whose names contain one-to-three syllables, and play the game of snap with them. (A successful snap is when the player reveals a card which has the same number of syllables in the object name as the card(s) already revealed.)

Game 6 - Plastic Letter Game: The child is given a word spelled out on the table top using plastic letter-tiles. The teacher then claps out the number of syllables in that word, and the child has to divide the word at the syllable junctions.

Rhyme Judgement Games: Nine games, five of which are described below:

Game 2 - Rhyming Snap: Prepare a pack of picture cards so that 12 to 16 rhyming pairs are included, and play the game of snap with them. (A successful snap is when the player reveals a card which rhymes with the card(s) already revealed.)

Game 5 - Picture and Word Game: The child is given a variety of everyday picture scenes and has to point out objects therein which rhyme with previously prepared probe words.

Game 6 - Feely Bag Game: The teacher collects pairs of small objects which rhyme and places them in a bag or box. Players take turns removing objects, and the player with the most rhyming pairs at the end is the winner.

Game 7 - Odd One Out Game: The teacher collects sets of three small objects, two of which rhyme and one does not. Players are presented with each set, and have to pick the odd one out.

Game 9 - Rhyming Bingo: The teacher prepares pictorial bingo cards, and the children then play bingo, ticking off their card whenever the teacher calls a rhyming word.

Rhyme Production Games: Six games, three of which are described below:

Game 1 - Circle Game: Children stand in a circle. The teacher says a word and starts passing round a bean bag. The child who has the bean bag has to say a word rhyming with that word before they can pass it on. If they fail, they lose a life.

Game 3 - I Spy Game: The teacher manages a game of I-Spy of the form "I spy something which rhymes with shoot".

Game 4 - Feely Bag Game: The teacher collects small objects and places them in a bag or box. Players take turns removing objects, and get points if they can suggest rhyming words.

Alliteration Games: Six games, two of which are described below:

Game 1 - Feely Bag Game: The teacher collects pairs of small objects which have names beginning with the same sound and places them in a bag or box. Players take turns removing objects, and get points for every pair they can make.

Game 3 - Circle Game: Children stand in a circle. The teacher says a word and starts passing round a bean bag. The child who has the bean bag has to say a word beginning with the same letter before they can pass it on. If they fail, they lose a life.

Onset and Rhyme Games: Four games, two of which are described below:

Game 1 - Ladder Race: Each child is given a ladder drawn on a piece of paper, written on the bottom rung of which is a word with a common rhyme. The task is to write new words on each rung using different onsets but the same rhyme. The winner is the first child to the top.

Game 3 - Word Slide Game: The teacher makes slides from cardboard, so that a given onset letter on the left can be moved up or down a variety of rhymes on the right (or vice versa). The child then experiments with the different combinations which result.

Phoneme Segmentation Games: Four games, three of which are described below:

Game 2 - Ladder Game: Each child is given a ladder drawn on a piece of paper, written on the bottom rung of which is a word such as "lip". The task is to prefix this word with as many different onset letters as possible (eg. "slip", "flip", "clip", etc). Again, the winner is the first child to get to the top of the ladder.

Game 3 - Split Book Game: The teacher prepares simple stimulus sets as shown, and the children are encouraged to flip each letter in turn, experimenting with the different combinations which result.

Game 4 - Elision Game: The child is given direct practice with the Test 4.4 task of phoneme deletion from clusters. The following stimulus words are suggested ..... black, blame, bread, climb, clap, crow, crane, flap, flag, flop, great, ground, plate, play, plot, plump, slide, snow, speech, spy, train, trap, trip