A method and tool to give a multi-dimensional profile of a student's individual difficulties regarding a rules-based system such as reading or literacy. A sub-set of rules of the rules-based system are selected. Tasks related to the rules are presented to the student via, for example, the internet. The tasks are varied according to at least a plurality of classifications of type of rule and a plurality of different task types. The sub-set of rules and number of classification and task types are limited to allow exposure of all tasks within a manageable assessment period. Data from student responses to the tasks, both accuracy and other attributes (e.g. word vs. non-word, speeded vs. non-speeded, and others) of responses, can be evaluated across tasks and classifications to give a quite specific picture or profile of the student's knowledge and skills regarding the rules-based system. This assists better and targeted intervention steps.
System and method for assessments of student deficiencies relative to rules-based systems, including but not limited to, ortho-phonemic difficulties to assist reading and literacy skills