Data are presented on the development of tests of reading skill for primary
school pupils in rural Tanzania. Instruction in these schools is in Kiswah
ili, a regularly spelled language. Using a translation of a standard readin
g test, children can read aloud all words once they have learned the sound-
letter correspondences, regardless of comprehension. In addition, children
can pass traditional comprehension tasks by decoding only some of the words
. Three graded tests were developed to test children who had only some lett
er knowledge, could read single words, or were proficient readers. The test
s required children both to decode and to understand the reading material i
n order to achieve high scores. The tests correlated well with scores on ot
her educational achievement tests and showed age and school grade differenc
es. It is suggested that these tests are useful measures of reading develop
ment in a regularly spelled language. Their adaptation to English and valid
ation against standardized instruments are planned.