The present study aims to describe the process of development and verification of examination tools specially designed for diagnosing the basic reading and writing abilities of the 1st grade and 2nd grade students in elementary schools from multicultural family and suggest applications of those tools. A reading section for the 1st graders consists of 20 items in all and is classified into two parts；decoding Hangul and understanding the meaning of words and decoding sentences and understanding passages. A reading section for the 2nd graders consists of 25 items in all and is classified into four parts；decoding Hangul, understanding the meaning of words, factual understanding, and inferential and critical understanding. A writing section for the 1st graders has 20 items and is made up of two parts like sentence writing and paragraph writing, while a writing section for the 2nd graders has 25 items and consists of four parts；writing a word, writing a sentence, preparing a composition, and expressing and presenting one’s thoughts. We first developed twice the number of questions and, after conducting a pilot test, we confirmed the actual examination questions to be used based on the results of administering the Item Discrimination and Item Difficulty methods. The main examination was administered to a total of 282 students who are either the 1st or 2nd graders of 13 different elementary schools in cities or small towns, including 115 students from multicultural family and 167 students who are not. After grading, we set a criterion score of each subject on the basis of the Item Response Analysis method. The criterion score of the reading section for the 1st graders was 50 points. The average score of the students from multicultural family was 81.66 and that of students from non-multicultural family was 87.26. The criterion score of the reading section for the 2nd graders was set 39 points. The students from non-multicultural family scored 82.42 and have a lead of 16.24 points over the students from multicultural family with an average score of 66.18. The result of a statistical analysis showed that there was a significant difference in average score between the two types of families for both graders. We set a criterion score of the writing section for the 1st graders as 57 points. The students from multicultural family received an average score of 77.78 and the students from non-multicultural family, 82.49. The criterion score for the 2nd graders was 45 points. The students from multicultural family gained 69.89, while those from non-multicultural family, 83.54. We analyzed this average difference statistically and found that only the 2nd grade students showed a significant difference between the two types of families. On the other hand, there was no significant difference between city and small town in average scores obtained by the students from multicultural family, regardless of grade or subject. It was noteworthy that the reading and writing section results showed a significant difference in accordance with the Korean proficiency level of student’s mother in multicultural family. We lastly proposed the followings as limits of our study as well as prospective topics for further studies；a large-scaled sampling for the more reliable test development, an analysis of future changes over years, development of diverse diagnosis tools, development of teaching-aids specially designed for the students from multicultural family, and designing diverse ways for promoting and application of the developed diagnosis tools.