They've taken a test at school and the result comes home. You read: "DLS result: stanine 3. They're slightly below average." What does that mean? Is it bad? What should you do? This article is an orientation guide to the most common Swedish reading assessments — what they are, what they measure, and how to interpret the result as a parent.
At Kluriko we don't take a side for or against tests — we see them as one tool among many. But we want parents to understand what the result says, not guess.
The most common tests
DLS — Diagnostic Reading and Writing Test. Tests decoding, reading comprehension and spelling. Usually given in years 2, 4 and 6.
LäsKedjor (ReadingChains). A decoding test. They read nonsense or real words under time pressure. Measures automated decoding.
Bornholm model. A method, not a test — but there are test parts. Tests phonological awareness in preschoolers (5–6).
Logos — the specialist version. A more thorough test used by speech-language therapists in dyslexia assessment.
Nya Språket Lyfter / National Agency screenings. The school's own mandatory assessments in years 1–3.
What do they measure?
Decoding — can they read words? Quickly? Accurately? This is the foundation.
Reading comprehension — do they understand what they read? This is the goal.
Spelling — can they write words correctly?
Phonological awareness — can they hear individual sounds inside words?
Different tests measure different parts. A test can show good decoding but poor comprehension — or the reverse. It's not simpler than that.
The stanine scale
Many Swedish tests use stanine 1–9. Think of it like this:
- 1–3: below average. They need more support.
- 4–6: average. Normal for their age.
- 7–9: above average. Further ahead than many peers.
Important: a "stanine 3" is not a catastrophe. It means they're slightly below average — which is normal for some kids. A stanine 1–2, though, is worth listening to.
What do "low results" indicate?
Possibility 1: they're a beginner. A 7-year-old who learned to read recently can score lower than one who learned at 6. Resolves with time.
Possibility 2: they're tired or stressed. Tests are often done at unusual moments. They may have had a bad day.
Possibility 3: they have a specific difficulty. Dyslexia is one of several. Could also be attention issues, vision/hearing problems, or language disorder.
Possibility 4: they need more reading practice. Many kids just need more volume. Not all low scores need assessment.
What do you do with the result?
Step 1: Talk to the teacher. "What do they see in class? Does it match the test?" The teacher's observation is at least as important as the test.
Step 2: Ask for context. "What does this result mean concretely? What should we do at home?" A good school gives concrete advice.
Step 3: Set a plan. More reading at home? Spelling homework? Speech therapist? Decide what you do — not just "we'll look at it again".
Step 4: Follow up in 6 months. Not 2 months, not 2 years. Six months is a reasonable window to see movement.
When should they be assessed for dyslexia?
Not on the first low result. Not in year 1. Not even in year 2 with certainty. Dyslexia assessment becomes relevant if:
- Pattern of low results across several tests and 1–2 years.
- They read slowly despite a lot of practice.
- Spelling errors are extreme — not just "a few mistakes" but systematic lapses.
- Family history of dyslexia.
Then you can request a speech therapist assessment via the school. Free, takes a few months.
Read our article on dyslexia signs for more.
Common misunderstandings
"Low result = my child has dyslexia." No. It means they need more support. Diagnosis comes after assessment.
"High results = nothing to worry about." No. They could be high on decoding but low on comprehension. Or they got help from parents preparing for tests. Contextualise.
"Tests are unreliable." Not true. Swedish standardised tests are decent. Not the whole picture, but part of it.
What not to do
- Nag them about the result. "Stanine 3, you must read more!" — destructive.
- Compare to siblings or friends. Never productive.
- Ignore the result entirely. If there's a pattern, act.
- Panic. A result is a result. Not a life sentence.
How Kluriko helps
Kluriko Learning Games don't replace school tests, but they're a good daily tool for decoding and spelling. Fifteen minutes a day can lift a stanine across half a year — for the child whose gap is in volume, not ability.