Assessing Literacy in Children and Adolescents
1Psychology and Human Development, Institute of Education, 25 Woburn Square, London WC1H 0AA, UK.
Abstract:
This review provides a framework for examining the assessment of literacy underpinned by current theories of reading and writing. Our choice of assessment tools was influenced by a desire to identify tests that are suitable for diagnosing students of all ages. The key dimensions identified were printed word recognition (lexical and non-lexical), comprehension and writing. We conclude that there is no single test currently available that provides a comprehensive profile of literacy difficulties. The assessor will require critical discrimination in choosing tests that are theoretically sound and diagnostically useful.
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