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

Research output: Contribution to journalJournal article

  • Katie J. Alcock
  • K. Nokes
  • F. Ngowi
  • C. Musabi
  • S. McGregor
  • A. Mbise
  • R. Mandali
  • D. Bundy
  • A. Baddeley
<mark>Journal publication date</mark>12/2000
<mark>Journal</mark>Applied Psycholinguistics
Issue number4
Number of pages31
Pages (from-to)525-555
<mark>Original language</mark>English


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.

Bibliographic note

http://journals.cambridge.org/action/displayJournal?jid=UHY 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.