If children are to become successful and committed readers, planning for and assessing reading has to include more than skills. Formative and summative assessment must be based on the provision of a wide and rich range of texts and the introduction and development of a flexible repertoire of reading strategies and behaviours. Teacher modelling and discussion of reading contribute to establishing reading communities and reading circles, journals and blogs offer opportunities for teachers to evaluate children’s reflections on their reading. Struggling readerscan be supported bydiagnostic assessment based on miscue analysis and running records. For developing bilingual readers it is important that teachers find out about their existing language and literacy experience before embarking on any strategies to improve their reading. The issue of gender differences in reading is outlined in terms of effective ways to narrow the gap, including the importance of self-esteem. The Scale of Progression in Reading offers a means of monitoring, recording and reporting progress in all aspects of reading development.