| This qualitative study explored the relationship between assessment professionals' perceptions of the reading process and the methods/materials they use to assess or document reading growth. The study investigated factors which contribute to a belief system about reading as well as the teaching and testing of it. Open-ended questionnaires were used for the first stage of data collection. Three interviews were conducted to gain further insights.;The key findings included: (a) the perceptions of reading and assessment fell into three models: (1) holistic; (2) skills; and (3) subskills. There was also a hybrid group, which had characteristics of these models intermingled; (b) the background (i.e., educational training, professional interests and habits) of participants appeared to differ depending on their professional role; and (c) a minority of respondents consistently applied their belief system to their practice. Highlights of the study are presented and recommendations for further research are proposed. |
