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the ability to process  text of increasing  difficulty for meaning

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identifies knowledge of  word meanings through  synonyms or definitions  and ability to infer  meaning through context

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demonstration of specified orthographic representations of words in the English language

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the ability to both read  words quickly and to  monitor for meaning  while reading

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Assesses the spelling multisyllabic words that are carefully selected to contain the various aspects of syllables, affixes, and roots. Scoring occurs at the syllable unit rather than the whole word, allowing for assessment not only growth in word analysis, but also to provide diagnostic information about which structural aspects of words particular students find challenging.

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Assesses general growth in (a) main idea, (b) cause and effect, (c) inference, and (d) critical judgment. Moreover, provides diagnostic information to teachers to guide instruction. After silently reading passages, students answer questions representing these four areas.

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Assesses the child’s knowledge of vocabulary words focuses on both Tier 2 words (general vocabulary) and Tier 3 words (content-specific).

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Assesses by using a maze task to measure both text processing speed and understanding, as required for assessing comprehensive fluency. In a maze task, students read text in which every seventh word is blank. For each blank, students are given three choices with which to fill in the blank. Such tasks have been shown to highly correlate to oral reading tasks and to comprehension tasks.