This document contains instructions for administering the Rogers Phonics Test to assess a student's phonics skills. It measures knowledge of letter-sound correspondences, decoding ability, phonemic awareness, alphabet recognition, and sight word reading. The test administrator is directed to record scores on various subtests measuring these skills. It also includes a record sheet to track which letter-sounds the student has mastered based on their performance.

1. 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.

2. Rogers Phonics Test, p. 2
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 variant
spelling & spellings
key word
/a/ a
alligator
/ā/ a‐e ai ‐ay ‐ae ‐ey eigh ‐ea
cake aim pay sundae prey eight break
/air/ air ‐are ‐ear ‐ere
stairs hare bear where
/ar/ ar
star
/b/ b ‐bb bu
bird rabbit build
/ch/ ch ‐tch ‐ture
chair patch vulture
/d/ d ‐dd ‐ed
dragon puddle rained
/e/ e ‐ea ‐ai
edge head said
/ē/ ee ea e ‐y e‐e ‐ey ‐ie ‐ine
eel eat emu sunny concrete key movie sardine
/eer/ eer ear ‐ere ‐ier
deer ears here cashier
/er/ er ir ur ear (w)or ‐our ‐re
herbs birthday nurse earth world humour theatre
/f/ f ‐ff ph ‐gh
fox cliff phone laugh
/g/ g ‐gg gu gh ‐gue
goose juggle guitar ghost catalogue
/h/ h
horse
/i/ i ‐y
igloo cymbals
/ī/ i‐e ‐igh ‐ie ‐i ‐y ei
bike night tie behind sky either
/j/ j ‐ge g ‐dge
jellyfish cabbage gerbil fridge

3. Rogers Phonics Test, p. 3
/k/ k c ‐ck ch qu que
koala cat duck chameleon bouquet plaque
/ks/ ‐x ‐ks ‐cks ‐kes ex
fox books ducks cakes exit
/kw/ qu
quail
/l/ l ‐ll le
lion bell couple
/m/ m ‐mm ‐mb ‐mn ‐me
monkey hammer comb column welcome
/n/ n ‐nn kn gn ‐ine
newt bonnet knot gnat engine
/ng/ ‐ng ‐n
gong jungle
/ngk/ ‐nk
ink
/o/ o ‐a aw au ‐al augh ough
ostrich watch fawn sauce chalk caught thought
/ō/ o‐e oa ‐ow o ‐oe ‐ough
rope oak bow yo‐yo toe dough
/oi/ oi oy
oil toy
/oo/ oo oul
book could
/or/ or oar oor ore our ‐ar
fork oar door ore four war
/ou/ ou ow ough
out owl plough
/p/ p ‐pp
parrot puppet
/r/ r ‐rr wr rh
rooster arrow wrong rhino
/s/ s ‐ss c sc ‐st‐ ps
squirrel glass ice scissors castle psycho
/sh/ sh ch ‐ti ‐ci ‐ssi
shell chef station magician mission
/t/ t ‐tt ‐ed
tiger letter skipped
/th/ th
thistle
/th/ th
there
/u/ u ‐o ‐ou ‐ough
up son touch tough

4. Rogers Phonics Test, p. 4
/ū/ u‐e oo ‐ue ‐ew ‐ui ‐ou ‐o ‐ough
flute zoo blue dew fruit soup move though
/v/ v ‐ve
vulture glove
/w/ w wh
worm wheel
/y/ y
yak
/z/ z ‐zz ‐s ‐se ‐ze
zebra fuzz fries cheese breeze
/zh/ ‐si ‐s ‐z ‐g ‐ge
television treasure azure courgette collage

5. Rogers Phonics Test, p. 5
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 ____________________

6. Rogers Phonics Test, p. 6
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

7. Rogers Phonics Test, p. 7
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.

8. Rogers Phonics Test, p. 8
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)

9. Rogers Phonics Test, p. 9
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

10. Rogers Phonics Test, p. 10
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

11. Rogers Phonics Test, p. 11
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

12. Rogers Phonics Test, p. 12
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 ____________

13. Rogers Phonics Test, p. 13
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 ____________

14. Rogers Phonics Test, p. 14
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 ____________

15. Rogers Phonics Test, p. 15
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?”

16. Rogers Phonics Test, p. 16
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.

17. Rogers Phonics Test, p. 17
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

18. Rogers Phonics Test, p. 18
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

19. Rogers Phonics Test, p. 19
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

20. Rogers Phonics Test, p. 20
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

21. Rogers Phonics Test, p. 21
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

22. Rogers Phonics Test, p. 22
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

23. Rogers Phonics Test, p. 23
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

24. Rogers Phonics Test, p. 24
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

25. Rogers Phonics Test, p. 25
Writing alphabet letters, lowercase
1. ._____
2. ._____
3. ._____
4. ._____
5. _____
6. _____
7. _____
8. _____
9. _____
10. _____
11. _____
12. _____
13. _____
14. _____
15. _____
16. _____

26. Rogers Phonics Test, p. 26
17. _____
18. _____
19. _____
20. _____
21. _____
22. _____
23. _____
24. _____
25, _____
26. _____

27. Rogers Phonics Test, p. 27
Writing alphabet letters, uppercase
1. ._____
2. ._____
3. ._____
4. ._____
5. _____
6. _____
7. _____
8. _____
9. _____
10. _____
11. _____
12. _____
13. _____
14. _____
15. _____
16. _____

28. Rogers Phonics Test, p. 28
17. _____
18. _____
19. _____
20. _____
21. _____
22. _____
23. _____
24. _____
25, _____
26. _____

29. Rogers Phonics Test, p. 29
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.