In every entry-level class, there are children who do not recognize the symbolic nature of writing, who cannot conceptually distinguish between numbers and letters, or who are unable to segment language. These children do not require uniform training in basic skills, but rather instruction that takes their individual developmental stage into account. Therefore, primary school teachers need meaningful tasks that can identify the abilities and difficulties of children in acquiring written language. The book offers evaluated diagnostic tasks for school entry and for first and second grade. The separately available material booklet provides copy templates as well as detailed instructions for conducting and evaluating the tasks.