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MAKIBAKA
 Interpretation

10
Functionally Literate

7-9 4-6 1-3

Can integrate and interpret Can identify and interpret Can identify
 FUNCTIONAL
LITERACY
ASSESSMENT TOOL
(FLAT)
 Functional Literacy Assessment Tool (FLAT)

Grade Ages Reading Test Competencies

1 6-8 Able to read at least 4 letters
1 6–8 Able to read at least 4 common words
2 7-9 Able to read one of the paragraphs – Grade 2
text
3 8 - 10 Able to read a short story – Grade 3 text
Able to respond to two fact retrieval questions
4-6 11 -13 Able to read a passage of local authentic text
Able to respond to two fact retrieval questions
 What is functional literacy?
The reading level considered as ‘functional’ is if a child can read
through the FLAT to the story or to the local material and answer at
least two fact retrieval questios about the story or local material
correctly. This will show whether children can read material
needed to function in everyday life. The highest level of functional
literacy is reading and comprehension of the local material. While
this measure is very important and useful, both this and reading
and comprehension of the story are classified as functional literacy
and reaching either level is the desired outcome for literacy Target.
 Next: LETTERS
Letter

m t z Ask the child to read

any 5 letters from the
f k letters list. Let the
child choose the
o a r letters. If he or she
does not choose, then
v p point out letters.
 Is the child at Letters Level?
No
If the child cannot
recognize 4 out of 5
letters chosen
Mark the child at
‘Nothing Level’
The assessment is
finished
Yes
If the child correctly
recognizes at least 4
out of 5 letters with
ease
Ask the child to try reading the
words again and then follow the
instructions for word level
testing.
If he or she can read 4 out of 5
letters but cannot comfortably
read words, then mark the child
at ‘Letter Level’
 Next: WORDS
Words

both step Ask the child to read

any 5 words from the
cup word list.
out rope
Let the child choose
dog hat the words. If he or
key she does not choose,
wish doll then point out 5 words
to read.
 Is the child at Word Level?

No Yes
If the child cannot If the child reads at
read at least 4 out of 5 least 4 out of 5 letters
with ease. with ease
 More than one chance

Give the child more than one chance to read the

text. Usually if a child is told to read again
carefully and she can read, she will not repeat the
same mistake. Practice and familiarity with a task
imporves the child’s performance.

Ask the child to try to read the If he or she can correctly and
paragraph again to confirm. Follow comfortably read words but is still
the instructions for paragraph level struggling with the paragraph, then
testing mark the child at ‘Word Level’
 Next: PARAGRAPH
Ask the child to choose one paragraph to read
Para

This is a big monkey. Ask the child to read

He lives on a tree. either of the 2
He like to jump. paragraphs aloud. Let
He also likes bananas. the child choose the
Para
paragraph. If the child
Peter is six years old. does not choose, point
He loves to study. to one paragraph to
He also likes to play. read. Ask the child to
Peter goes to school.
read it. Listen carefully
to how he or she reads.
 Is the child at Paragraph Level?

No Yes
Reads the text like a Reads the text like she is reading a
string of words, rather sentence, rather than a string of
than a sentence. words.

Reads the text haltingly

and stops very often. Reads the text fluently and with
ease, even if she is reading slowly.

OR
Reads the text fluently but
with more than 3 mistakes
Read text with not more than 3
mistakes.
 Next: STORY

Story
A big tree stood in a
garden. It was alone
and lonely. One day a
bird came and sat on Ask the child to read the
it. The bird held a story aloud.
seed in its back. It
dropped the seed
near the tree. A small
plant grew there.
Soon there were
many more trees. The
big tree was happy.
 Is the child at Story Reading Level?

No Yes
If the child reads story
Reads the story with not more
with more than 3
than 3 mistakes.
mistakes.

Mark the child at

‘Paragraph Level.’
 Next: STORY COMPREHENSION
Comprehension Questions

Story comprehension questions:

Read the
1. Why was the tree sad?
a. It lost its friend.
questions out
b. It was alone and lonely.
c. There was no sun.
loud to the
d. Don’t know. child and then
2. What did the bird drop near the tree?
e. A tree branch let the child
f. A piece of bread
g. A seed
answer out
h. Don’t know
3. Why was the tree happy at the end of the story?
loud.
i. It was not alone/many trees
j. The sun come out
k. It rained
l. Don’t know

Must answer at least two of the three questions correctly for story to be correctly read.
Is the child at Story Comprehension Level?

No Yes
If the child cannot
answer at least 2 If the child can answer 2
comprehension comprehension questions.
questions

Mark the child at ‘Story

Reading Level.’
 Next: LOCAL MATERIAL
Reading Test (3)

Insert local material here, such as a passage from an Read the

informational leaflet, newspaper article, or other local language
material. questions out
loud to the
child and then
let the child
answer out
loud.
Insert three comprehension questions about the local material.
 Is the child at Local Material Level?

No Yes
If the child cannot read the
Can read the text without more than 3
text without more than 3
mistakes and correctly answer at least 2
mistakes or answer at least 2
questions about it.
questions

Mark the child at ‘Story

Comprehension Level.’
 Functionally Literate

Children who reach Story Comprehension Level or

Local Material Level are counted as functionally
literate for the literacy Target.

REMEMBER!
 FLAT Rating Scale
Rating Scale
Can read nothing Fewer than 4 out of 5 letters

Can read letters 4 out of 5

Can read common words 4 out of 5

Can read a paragraph of 4 simple (with no more than 5 mistakes)

sentences
Can read a short story (with no more than 3 mistakes)

Can read and understand a story 2 out of 3 questions must be answered correctly

Can read and understand local 2 out of 3 questions must be answered correctly
material

Critical Risk: 50% able to read with comprehension by end of basic education

High Risk: 50% - 70% able to read with comprehension by end of basic education

Moderate Risk: 71% - 80% able to read with comprehension by end of basic education

Relative Low Risk: Over 80% able to read with comprehension by end of basic education
FLAT Rating Sheet
 Thank you!

The assessment is now finished. Don’t forget to

thank the child for participating! Appreciate and
understand the attempt that the child is making!

THE END