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Abstract: The article is concerned with the methods of testing Russian language knowledge of the migrants’ children studying in Russian secondary schools. It is argued that diagnostics of their knowledge of Russian is necessary when they enter school, as well as when strategy and tactics of their adaptation to school surrounding is developed. The test contains the most important phonetic, lexical and grammatical topics (category of animate/inanimate noun; the category of gender, number and case of the noun, adjective and pronouns; the category entity, gender, number, time and type of the verb, etc.). In the article is proofed of the necessity of a special course of Russian as a foreign language. Correction phonetic skills will prevent automation of pronunciation errors that hinder the development of lexical and grammatical skills: hinder the development of the system of inflection. Imperfection reading mechanisms hinders the development of vocabulary and difficult process of learning school subjects (children do not understand the textbook assignments, may not work on their own). The lack of linguistic competence hinders the formation of the cognitive, communicative and regulatory universal educational actions.