“…Rhyming r Analogical Transfer Task (measures the ability to take advantage of orthographic analogies when reading words containing common rime spelling units) (Greaney, Tunmer, & Chapman, 1997) : Chapman, Tunmer, & Prochnow, 2001. r Curriculum-Based Measures-Rhyming (researcherdeveloped measures that required children to recognize and produce rhyme): O'Connor, Jenkins, Leicester, & Slocum, 1993. r Rhyme Detection Task (Bradley & Bryant, 1983): Fazio, 1997. r Sound Categorization Task (Bradley & Bryant, 1985): Schneider, Ennemoser, Roth, & Kuspert, 1999. 2. Phonemic r Curriculum-Based Measures-Blending (blending tasks that required children to blend continuous stretched words, and/or blend words divided into onset rime and blend words with all sounds separated): Fox & Routh, 1976;O'Connor, Jenkins, Leicester, & Slocum, 1993. r Curriculum-Based Measures-Phonemic Recognition (initial phoneme recognition, final phoneme recognition, complex phoneme recognition, and/or deletion and substitution): Al Hatcher & Hulme, 1999;Vandervelden & Siegel, 1997. r Test of Phonological Awareness (TOPA; Torgesen & Bryant, 1993): Lane, 1999;Torgesen & Davis, 1996. r Roswell-Chall Auditory Blending Test (Chall, Roswell, & Blumenthal, 1963): Uhry & Shepherd, 1997. r Illinois Test of Psycholinguistic Abilities (ITPA; Kirk, MacCarthy, & Kirk, 1968 r Test of Phonological Awareness (Torgesen & Bryant, 1993): Lane, 1999;Torgesen & Davis, 1996. r Wide Range Achievement Test (WRAT; Wilkinson, 1995): Hecht & Close, 2002. r Word Reading (adapted from Ehri & Wilce, 1980): Vandervelden & Siegel, 1997. r Fingerpoint Reading (adapted from Ehri & Sweet, 1991): Vandervelden & Siegel, 1997. r Word Learning (adapted from Ehri & Wilce, 1980)…”