Assesses:
1. concepts of word as a written unit in print (word-space-word... / one to one match)
2. ability to recognize words in meaningful context
3. ability to learn new words from supported reading activity.

Materials & Procedure:
Best done with l child at a time.
Begin with a short memorable poem or story.
A minimum of 2 words must have two syllables in them.
Otherwise, the child can point to each word and get it right even if he is memorizing and just matching word word word.
We want to know if he can do this, but we also want to know if he is aware that  a word can be long and have more than one syllable and that he is not yet to go on to point to another word until that one (multisyllabic) is finished being read.
One - to - one match is expected.
Nursery rhymes or favorite jingles are perfect.
Picture clues to support are welcome.  The child must know it well before you begin the assessment.

Make a set of 8 word cards which you can use to see if the child already knows any of them.  Choose 2 words from the beginning lines, 2 words from th ends, and 4 words from the middle lines.  2 of them should be longer than one syllable.

We are trying to get the child to memorize this and then to check to see if he is aware that there are actual words being read, that there are actually spaces between these words, and that  he doesn't get mixed up when some of the words are more than one syllable. We also are going to try to see how many words he may have learned through this process.

What to do:
1. Pretest to see if knows any of the cards.
2. Make sure the child knows the text by memory. (teach, if not)
3.  Demonstrate, pointing to each word as YOU read it.
4.  Ask the child to point and read.  Observe accuracy.
5. Read (don't show) each word card and ask child to find it in the text.  Don't teach, just check.  The child may have to count and search / this is fine... he is learning and aware of the one-to-one word match if he does this.
6. Post test to see if child can identify any more of your (scrambled) word cards now.
 

Poor scores = Beginning reading instruction not too valuable for these students until they develop concept of 'word.'
How to help = Read read read to them and continue this 'learning exercise' with them using memorized text they enjoy.

Moderate scores = Knows more words in #6 than #1 but does not get more than half correct / Also stumbles on multicsyllabic words. Indicates unstable  word concept.  Progressing, but could still use a little more practice with this activity.

Good scores = These students may not know many if any from #1 but word matching will be nearly perfect and they will correct themselves rather quickly when pointing in error.  Their #6 scores are quite good. These children are most ready to begin 'formal' instruction in reading.

NOTE:  All children can benefit from shared reading experiences with word study, etc.
 

For your kit.
You may want to laminate the large print pages (for use with children) or consider placing them in plastic sleeves.