Teachers can monitor and assess student engagement with reading by using informal and formative assessment processes to gauge students’ attitudes towards reading. This may be in the form of a reading conference.

1. READING
ASSESSMENTS

2. Micro skill of reading
 Interpret word order patterns and their
significance.
 Recognize grammatical word classes (nouns,
verbs), systems (tense, agreement,
pluralization), patterns, rules and elliptical
forms.
 Recognize cohesive devices in written
discourse and their role in signaling the
relationship between and among clauses.

3. Macro skill:
 Recognize the rhetorical forms of written discourse and their
significance for interpretation.
 Recognize the communicative functions of written texts,
according to form and purpose.
 Infer context that is not explicit by using background
knowledge. From described events, ideas, etc., infer links
and connections between events, deduce causes and effects
and detect such relations as main idea, supporting idea, new
information, given information, generalization and
exemplification.
 Distinguish between literal and implied meaning.
 Detect culturally specific references and interpret them in a
context of the appropriate cultural schemata.

4. Types of reading performance.
Perceptive Reading
Selective Reading
Interactive Reading
Extensive Reading

5. Perceptive Reading
 Perceptive reading tasks involve attending to
the components of larger stretches of
discourse: letters, words, and punctuation.

6. Task designed
 Recognition of alphabetic symbols, capitalized
and lowercase letters, punctuation, and words.
 Reading Aloud
 Written Response
 Multiple-Choice

7.  Minimal pair distinction

8.  Picture-cued word identification

9.  Picture-cued true/false sentence identification

10. Selective Reading
 Reading recognition of lexical, grammatical, or
discourse features of language within a very
short stretch of language: picture-cued tasks,
matching, true/false, multiple-choice, and so
on. Stimuli include sentences, brief
paragraphs, and simple chans and graphs.
Brief responses are intended as well.

11.  Multiple-Choice (for Form-Focused Criteria)

12.  Multiple-choice vocabulary/grammar task

13.  Matching Tasks

14.  Diagram-labeling task

15. Interactive Reading
 Typical genres that lend themselves to
interactive reading are anecdotes, short
narratives and descriptions, excerpts from
longer texts, questionnaires, memos,
announcements, directions, recipes, and the
like. The focus of an interactive task is to
identify relevant features (lexical, symbolic,
grammatical, and discourse) within texts of
moderately short length, with the objective of
retaining the information that is processed.

16.  Reading comprehension passage

17.  Open-ended reading comprehension
questions

18.  Sequencing

19. Extensive Reading
 To tap into a learner’s global understanding of
a text, as opposed to asking test-takers to
“zoom in” on small details.

20.  Skimming tasks

21.  Summarizing

22.  Directions for responding to reading