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

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.