To help teachers understand the cognitive development that occurs as children learn to read, the Southwest Educational Development Laboratory (SEDL) has created The Cognitive Foundations of Learning to Read: A Framework. It describes the various cognitive domains that research has shown to be necessary for reading acquisition, and also illustrates the interrelationships that exist among these various cognitive domains. In addition to understanding what is important for all children learning to read, it is also important that teachers understand how to assess individual children's development in each of the cognitive domains the framework describes. To assist teachers in assessing their students' reading development, this paper describes common approaches for assessment for each of the cognitive domains outlined in SEDL's framework of reading acquisition. The paper states that this description of the various assessment techniques can be used to help teachers design their own classroom assessments, and may help teachers to better understand the district or campus assessments already being used with their students. The assessment approaches described in the paper focus on the cognitive development that research has shown to be important for developing early reading skills, but teachers are advised to use a broader sample of assessments to inform their instruction. Referring to the framework, the paper begins with the "top three" elements on the framework: reading comprehension, decoding, and language comprehension. It then moves to a description of assessments commonly used for the various cognitive domains that support language comprehension (background knowledge, linguistic knowledge, phonology, semantics, and syntax). Finally, it discusses assessment approaches commonly used for the cognitive domains that support decoding (cipher knowledge, lexical knowledge, phoneme awareness, letter knowledge, knowledge of the alphabetic principle, and concepts about print). (NKA)