Abstract
This article presents a prototype reading assessment designed to measure and support component and integrated reading skills. The work is motivated by the need to create a new generation of assessments that are better aligned with the research in cognitive science, reading and learning. An assessment that synthesizes advances in these areas may prove to be more useful for educators to make informed decisions about who needs help, what help is needed, and whether the help is effective. This article describes our initial efforts to conceptualize, prototype, and test aspects of our framework in light of Response to Intervention.
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