Why is assessment considered a foundational aspect of effective reading instruction?

Assessment is fundamental to effective reading instruction because it serves as a guide for educators to understand students’ current reading abilities and needs. Through various types of assessment—formative, summative, diagnostic, and ongoing progress monitoring—teachers can gather data about students’ comprehension, fluency, and decoding skills. Consequently, this information allows educators to tailor their instruction to meet individual or group needs, adjust teaching strategies, and provide targeted support where necessary.

Furthermore, assessment provides necessary feedback to both students and teachers. For students, it offers insights into their learning progress, helping them identify areas where they excel or need improvement. For teachers, it highlights which instructional methods are effective and which ones may require modification to enhance learning outcomes.

In contrast, the other choices present misconceptions about the role of assessment. Limiting student engagement during instruction does not align with the purpose of assessment; rather, it should foster increased engagement. Likewise, focusing solely on student grades undermines the broader goal of assessment, which is to inform instruction and support learning, rather than merely assigning scores. Lastly, viewing assessment as useful only at the end of a learning period misses the critical role of ongoing assessment in monitoring progress and guiding instruction throughout the learning process.