ABSTRACT
For some years I have worked at untangling and measuring independent cognitive skills in beginning reading (Calfee, in press). The goal of this work was threefold: (a) to create a theoretical model (or models) to describe the process by which the ability to read is acquired, (b) to use this model to develop a system of assessment instruments, each providing independent, unique sources of information to the classroom teacher and other individuals responsible for evaluation of a beginning reader, and (c) to establish the feasibility of independent instructional modules. Given solid evidence for independent stages in the acquisition of reading, then perhaps these can be handled instructionally as separate matters, contrary to the current practice of trying to handle everything at once.
