The development of reading tests for use in a regularly spelled language.

Alcock, Katie J. and Nokes, K. and Ngowi, F. and Musabi, C. and McGregor, S. and Mbise, A. and Mandali, R. and Bundy, D. and Baddeley, A. (2000) The development of reading tests for use in a regularly spelled language. Applied Psycholinguistics, 21 (4). pp. 525-555. ISSN 1469-1817

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Data are presented on the development of tests of reading skill in rural Tanzanian primary school pupils. Instruction in these schools is in Kiswahili, a regularly spelt language. Using a translation of a standard reading test, children could read aloud all words once they had learnt sound-letter correspondences, regardless of comprehension. In addition, children can appear to pass traditional comprehension tasks by decoding only some of the words. Three graded tests were developed which allow testing of children who either have only some letter knowledge, can read single words, or are proficient readers. The tests require children to both decode and understand the reading material in order to achieve high scores. The tests correlated well with scores on other educational achievement tests, and showed age and school grade differences. It is suggested that these tests are useful measures of reading development in a regularly spelt language. Adaptation to English and validation against standardised instruments is planned.

Item Type:
Journal Article
Journal or Publication Title:
Applied Psycholinguistics
Additional Information: The final, definitive version of this article has been published in the Journal, Applied Psycholinguistics, 21 (4), pp 525-555 2000, © 2000 Cambridge University Press.
Uncontrolled Keywords:
?? reading tests language children words comprehension reading development development rural schools testing educational achievementlinguistics and languagelanguage and linguisticspsychology(all)experimental and cognitive psychologybf psychology ??
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Deposited On:
19 May 2009 13:34
Last Modified:
31 Dec 2023 00:20