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Curriculum-based measures provide short, frequent data on fluency growth. Standardized tests (B) and silent comprehension tests (D) do not measure fluency, while vocabulary quizzes (C) target word meaning. The Reading Assessment and Instruction domain emphasizes CBMs for formative progress monitoring.

A listening comprehension test bypasses decoding and directly measures vocabulary and understanding. Decodable texts (B), segmentation (C), and sight-word tests (D) assess decoding-related skills. The Reading Assessment and Instruction domain stresses separating components of reading in assessments.

Alphabet knowledge requires connecting letter names, forms, and sounds. Vocabulary (B), syllables (C), and rhymes (D) address other literacy domains. The Foundations of Reading Development domain stresses alphabet knowledge as foundational.

Informal observations allow teachers to adjust instruction on the spot, offering the most immediate feedback. Standardized, norm-referenced, and end-of-year assessments provide data but not in real time. The Reading Assessment and Instruction domain emphasizes ongoing, formative assessment to drive effective classroom practice.

A phonics inventory directly assesses letter-sound knowledge and decoding. Listening (B), vocabulary (C), and reading logs (D) don’t target phonics. The Reading Assessment and Instruction domain stresses inventories for diagnostic accuracy.