Abstract
This article discusses the main purposes of reading comprehension assessment and identifies the key features of good assessment. The article also identifies pitfalls that clinicians and educators should avoid to conduct valid assessments of reading comprehension, such as the degree to which the measure taps the constructive and integrative processes of reading comprehension, the effects of socioeconomic and cultural-linguistic differences on student performance, and sampling variation. Lastly, it discusses recent technological innovations to the assessment of reading comprehension, including 2 specific computer-supported tools, Measures of Academic Progress and Independent Comprehensive Adaptive Reading Evaluation.