This paper presents a concise model of literacy assessment based on the "simple view of reading" and the "simple view of writing". The approach targets directly the key skills and knowledge involved in reading, writing and spelling. It stands in contrast to the less precise and potentially more subjective "always-in-context" and "always-authentic" approach to assessment favoured by the New Literacy Studies movement. This writer argues that if teachers directly (rather than indirectly) assess the component skills involved in reading and writing they are in a much stronger position to make educationally relevant decisions and to tailor their instruction more precisely to students' individual needs. This approach is not restricted to the assessment of children with learning difficulties but has relevance in all contexts where accurate assessment of basic literacy is required.