Diagnostic Reading Assessment - teacher's sheet featuring word lists for phonics and reading comprehension.

- Row 1: This row contains individual letters, likely for assessing letter recognition and naming. The task is to identify and name each letter correctly.
- Row 2: These are CVC (consonant-vowel-consonant) nonsense words. The student should decode them using phonics skills (e.g., “sof” = /s/-/o/-/f/).
- Row 3: These are CVC nonsense words with final consonant blends or digraphs (e.g., “kand” = /k/-/a/-/nd/). Assess ability to blend sounds including final clusters.
- Row 4: More CVC nonsense words with initial or final blends/digraphs (e.g., “prab” = /pr/-/a/-/b/, “druff” = /dr/-/u/-/ff/). Tests blending and segmenting complex onsets/codas.
- Row 5: Nonsense words with medial vowel + consonant blends (e.g., “plimp” = /pl/-/i/-/mp/). Assesses decoding multisyllabic-like nonsense words with complex clusters.
- Row 6: Real single-syllable words with common phonetic patterns (e.g., “chip,” “thin,” “quest”). Evaluates real word reading with varied vowel and consonant patterns.
- Row 7: Multisyllabic real words (e.g., “brittle,” “crackle,” “thankful,” “swinging”). Assesses syllable division and decoding of longer words.
- Row 8: A mix of real single- and multisyllabic words with varied phonics patterns (e.g., “plain,” “stool,” “might,” “chart,” “clear”). Tests fluency and accuracy across diverse word types.
- Row 9: Common high-frequency and irregular words (e.g., “stay,” “belong,” “person,” “could,” “again,” “there”). Assesses sight word recognition and vocabulary.
- Row 10: Real words including proper nouns, irregular spellings, and common vocabulary (e.g., “Pete,” “world,” “laugh,” “heart,” “their”). Evaluates advanced decoding and sight word knowledge.