Abstract
This paper begins with an explanation of the inter-relationship between teaching and assessment as well as points out the importance of developing an integrated assessment system for emergent story reading comprehension. Based on Feldman' s (1994) non-universal theory and Palincsar and Brown' s (1984) reciprocal teaching methods as reading instruction strategies, this paper makes use of storybook and storyboard as assessment tools and constructs a conceptual model of an integrated assessment system for evaluating young children's emergent story reading comprehension. After considering the principles underlying an integrated assessment system, an implementation framework is formulated in accordance with the conceptual assessment model. Finally, with reference to Messick's (1989) theory of unified construct validity, the procedures for evaluating the validity of the integrated assessment system are presented.
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