This document discusses key concepts around reading instruction and assessment. It emphasizes the importance of speaking, reading and writing for student learning. Effective reading instruction incorporates cognitive and metacognitive strategies and focuses on teaching students rather than just texts. Both cognitive and non-cognitive assessments are important for measuring student success, including informal assessments like running records, interviews, and surveys. The document also discusses transactional theory of reading and how readers switch between efferent and aesthetic stances when engaging with a text.