A developmental approach to reading assessment that follow from an interactive model of reading is described and illustrated. Four developmental levels of learning to read are presented: emergent reading, beginning reading, consolidation, and reading to learn new concepts. Each level is described, and procedures for assessing salient aspects of the level are explained. Examples illustrate how oral reading miscues, reading rate, and comprehension in a variety of contexts can provide clues to how children construct meaning from text.
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Lauren Leslie (1993) studied this question.
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