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

O’Reilly, Tenaha; Sheehan, Kathleen M.
Publication Year:
Report Number:
Document Type:
Subject/Key Words:
Reading comprehension assessment learning reading strategies 21st century skills


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. Applied comprehension skill is the ability to use and apply the information contained in text for some particular purpose. The framework is discussed in terms of 7 key principles that have implications for the design of a modern assessment of reading.

Read More


Find a Publication

Advanced Search

Closing the Achievement Gap

Closing the Achievement GapLearn more about ETS's commitment to closing the achievement gap through rigorous research, thought-provoking forums and more.