TỔNG QUAN CÁC CÔNG CỤ ĐÁNH GIÁ NĂNG LỰC ĐỌC VÀ VIẾT CHO TRẺ EM: BỐI CẢNH QUỐC TẾ VÀ THỰC TIỄN TẠI VIỆT NAM

Abstract

This review provides a comparative overview of reading and writing assessment tools in
international and Vietnamese contexts. International standardized tests (WRAT-5, WJ-IV, TOWL-5) are
distinguished by robust norm-referenced data (M=100, SD=15) and high reliability, proving effective
for diagnosis. In contrast, existing Vietnamese tools (by Tran Quoc Duy, Nguyen Thi Thao, HCMUE)
demonstrate high cultural appropriateness but are primarily criterion-referenced, lacking standardization
data on a large, population-wide scale. The article highlights the significant standardization gap between
these two contexts, emphasizing the urgent need for a national standardization process for existing "pure
Vietnamese" tools to enhance reliability, result comparability, and optimize intervention effectiveness for
children with specific learning difficulties