Paper: Measuring Decoding in Early Grade Reading: Evidence, Trade-offs, and Future Directions
Executive Summary
The measurement of foundational learning has emerged as a global priority, with Sustainable Development Goal 4.1.1a tracking minimum proficiency in reading and mathematics at the end of lower primary. However, the downgrading of the indicator in late 2023 due to concerns about validity and comparability, brought renewed scrutiny to how foundational learning is assessed in low-resource contexts. This critical review evaluates the current evidence on the measurement of decoding in the early grades, focussing on three interrelated questions:
(1) whether fluency or accuracy is a better indicator of decoding proficiency;
(2) how assessment protocols (e.g., timing and stopping rules) affect validity; and
(3) whether receptive tasks can serve as effective substitutes or complements to productive decoding measures.
The review focuses on contextual relevance for the African continent and situates these questions in relation to purpose and language of assessment, and the feasibility and sustainability of different approaches in low-resource contexts.