publication • Tuesday, January 2nd 2018
Literacy Assessment for Grade 3 students
A quality basic education system should provide children with the reading skills necessary for learning in the home, school, and community. Yet in many countries, students enrolled in school for as many as six years are unable to read and understand a simple text. Children who cannot read with ease and understand what they are reading by the time they are in third grade are less likely to transition from ‘learning to read’ to ‘reading to learn’ core subjects in fourth grade and beyond. This places them at risk of dropping out of primary education and lessens their potential to function as productive and effective members of society.
The School-based Test about Reading (STAR) focuses on five critical components of reading, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. The field guide is meant to assist country staff and field offices in using these results to develop early literacy interventions. It contains the procedures, protocols, and tools required to plan a literacy assessment, including analysis and reporting of STAR results.
Any use of this tool should cite World Vision as follows: World Vision International, STAR (School-based Test about Reading), 2017.
The creation of this tool was drawn from three main sources:
1. Save the Children, Literacy Boost Toolkit, 2012.
2. World Vision International, Functional Literacy Assessment Tool, 2015.
3. USAID/RTI/World Bank, Early Grade Reading Assessment Toolkit, 2016.