ABSTRACT
A review of research on assessments of reading comprehension should begin with a defi - nition of the construct to be measured; in this case, reading comprehension. Although we considered beginning this chapter by presenting a theoretically based defi nition, we realized that in doing so we would necessarily restrict our review of assessments to those that fi t the theory we had chosen, and therefore, our discussion would not be representative of the variety of assessments available to researchers and practitioners. Instead, we decided to review the research on assessments of reading comprehension and while doing so we would make explicit the theories that underlie each type of assessment.
