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Think-alouds reveal students’ use of comprehension strategies (predicting, summarizing, questioning). Fluency timing (B), spelling (C), and phonics (D) assess other skills. The Reading Assessment and Instruction domain highlights think-alouds as powerful for diagnosing comprehension processes.

Criterion-referenced assessments measure mastery of defined skills against established benchmarks, such as a particular phonics rule. Norm-referenced tests compare students to peers, while IRIs and standardized tests provide broader information. The Reading Assessment and Instruction domain stresses selecting assessments that match instructional objectives.

When decoding is strong but comprehension is weak, instruction should focus on comprehension strategies—summarization, questioning, inferencing, and text structure analysis. Phonics (A) and sight words (C) target word-level decoding, which the student already has. Handwriting (D) does not address comprehension. The Reading Assessment and Instruction domain emphasizes tailoring instruction to student strengths and needs.

Transforming reading into persuasive essays integrates comprehension and writing. The Integration of Knowledge and Understanding domain prioritizes authentic applications of literacy in argumentation.

CBMs that measure words correct per minute directly evaluate fluency. Listening comprehension (B), vocabulary (C), and phonics lists (D) target other skills. The Reading Assessment and Instruction domain stresses CBMs for fluency progress monitoring.