Abstract
New rhyme tests are being devised throughout the U.K. by educators in response to the Baseline Assessment procedures. The writers, a speech and language therapist and a teacher‐educator, are concerned that rhyme tests should be designed in a way which is sensitive to children’s developmental levels. This report on Rappaport’s (1993) Test of Rhyme Recognition (TORR) is part of a larger multidisciplinary study developing a Teaching Programme.
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