Educators use reading comprehension assessments to summarize academic achievement, make decisions in diagnostic evaluations, and identify intervention needs. A challenge, however, with using different assessments in practice is that student performance may change depending on which assessment is administered. This article guides educators in evaluating student performance across multiple assessments, specifically when making decisions for students with learning disabilities (LD) in reading. First, this article provides educators with guidance in establishing a student’s foundational skills, specifically those that may contribute to low performance on reading comprehension assessments. Next, the article presents steps for examining the texts and assessment methods commonly used in measures of reading comprehension. The article concludes with recommendations for evaluating student performance when considering a student’s foundational skills and characteristics of reading comprehension assessments.

教育者使用阅读理解评估来总结学习成绩，做出诊断评估决策并确定干预需求。然而，在实践中使用不同评估的一个挑战是，学生的表现可能会根据所进行的评估而有所不同。本文指导教育工作者在多项评估中评估学生的表现，特别是在为阅读障碍的学生做出阅读决策时。首先，本文为教育工作者提供了建立学生基本技能的指导，特别是那些可能导致阅读理解评估成绩低下的技能。接下来，本文介绍了用于检查阅读理解中常用的课文和评估方法的步骤。