ABSTRACT
This chapter introduces the broad principles and approaches to reading assessments in Australian settings. The history of profiling in Australia, the UK and in the USA is outlined. A description is given of the Victorian Reading Development Scales used to monitor the literacy progress of children over years 1–10. Data from the trials on over 5,000 pupils over four years are discussed and an outline is provided of how practising teachers use the profile framework to organize reading-assessment activities in the classroom.
