To read more about the general principles of assessment see section on Reading and spelling assessment. In these booklets you can find examples of simple assessment tools adapted to Kenyan, Namibian, Tanzanian and Zambian contexts:
- Letter naming: the amount of letters a learner can name. Why this is important see section on Letter knowledge.
- Letter-sound correspondence: the amount of letter-sounds a learner can name. Why this is important see section on Phonics based instruction.
- Phonological awareness: an ability to identify, blend or segment sounds in words. Why this is important see section on Phonological awareness.
- Naming speed: an ability to retrieve (to name) serially presented items such as objects and letters as fast and as accurately as possible. Why this is important see section on RAN.
- Working memory: an ability to keep in mind information temporarily and process it at the same time. Why this is important see section on Working memory.
- Reading accuracy: an ability to read accurately without mistakes. Why this is important see section on Decoding.
- Spelling accuracy: an ability to spell accurately without spelling errors. Why this is important see section on Spelling and Writing.
- Reading fluency: an ability to read accurately with speed. Why this is important see section on Reading fluency.
