This assessment can be used to assess early readers’ ability to hear individual sounds (phonemes) in words as well as to assess whether an emergent reader can manipulate sounds within words. I administer this assessment at three different checkpoints in the year as a way to gauge whether my students were “getting it” or not. It gives me an idea of where my students’ weaknesses lie, and helps me plan for effective instruction. This would be an effective tool for progress monitoring children involved in RTI programs.
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