Beginning teachers must also have the knowledge of how to assess a student’s reading comprehension. Assessment should be dynamic and ongoing which allows the reader to make metacognitive decisions whilst reading. It is very important to also note that while assessing a student one must not concentrate on what the student cannot do but more on what they can do. A teacher should not concentrate on word processing skills too much as an assessment of a reader’s performance. This was clear during my teaching experience when a student seemed to be struggling with their reading but once I investigated further, they had tremendous skills in other areas. Using what the child can do to reinvigorate and connect back to content is a much more appropriate way than concentrating on what they can’t do. 


Woolley, G. (2008). The assessment of reading comprehension difficulties for reading intervention. Australian Journal of Learning Difficulties, 13(1), 51–62. doi:10.1080/19404150802093729


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