Assessing literacy in children and adolescents

Abstract

This review provides a framework for examining the assessment of literacy underpinned by current theories of reading and writing. Our choice of assessment tools was influenced by a desire to identify tests that are suitable for diagnosing students of all ages. The key dimensions identified were printed word recognition (lexical and non-lexical), comprehension and writing. We conclude that there is no single test currently available that provides a comprehensive profile of literacy difficulties. The assessor will require critical discrimination in choosing tests that are theoretically sound and diagnostically useful. © 2007 Association for Child and Adolescent Mental Health