as a progress-monitoring tool?
We agree that there are very important differences between fiction and nonfiction. They require a different stance and different ways of understanding. Background knowledge is required for both, but content knowledge may figure more prominently in nonfiction and text knowledge may become more important in fiction. However, the reading process at every level must encompass all of these ways of comprehending texts. Reading fiction and nonfiction are not fundamentally different processes. Therefore, we have structured The Continuum of Literacy Learning to include characteristics of texts and behaviors and understandings to notice, teach, and support across fiction and nonfiction for every level A to Z. The understanding is that in our teaching, we need to attend to the full range of strategies needed to competently process both nonfiction and fiction (and different genres of fiction). In every assessment measure, you will find variations in performance depending on contextual factors. In
