skip to main content skip to footer

Cognitively Based Assessment of, for and as Learning: A Framework for Assessing Reading Competency CBAL

O'Reilly, Tenaha; Sheehan, Kathleen M.
Publication Year:
Report Number:
ETS Research Report
Document Type:
Page Count:
Subject/Key Words:
Reading Comprehension, Reading Assessment, Reading Strategies, 21st Century Skills, Cognitively Based Assessment of, for, and as Learning (CBAL)


This paper presents the rationale and research base for a reading competency model designed to guide the development of cognitively based assessment of reading comprehension. The model was developed from a detailed review of the cognitive research on reading and learning and a review of state standards for language arts. A survey of the literature revealed three key areas of reading competency: prerequisite reading skill, model building skill, and applied comprehension skill. Prerequisite reading skill is the ability to read text accurately and fluently. Model building skill is the ability to construct meaning from either decoded text or spoken language.

Read More