Getting to Know the Literacy LearnerUsing Assessment to Inform InstructionThe best way to teach your students is to get to know them individually. It is important to understand each child to meet their needs. By doing so, I will learn their prior knowledge of reading and writing and get to their family culture and community” (Laureate Education, 2016). As I get to know my students, I must focus on cognitive and noncognitive assessments. Because I only teach mathematics at our school, I am working with a student I taught last year for mathematics and science. Gaby is now in fourth grade. She does prefer mathematics over readingand writing. She is in the small group reading class and prefers hands-on activities. Her reading teacher informed me that she is progressing with her reading skills but still has difficulties comprehending a given text. At times, she will read too quickly, which will hinder what she understands. I want to focus on Gaby’s fluency and comprehension for the cognitive assessmentsI will be giving her to get a better picture. I will also complete a noncognitive assessment to assess Gaby's reading motivation. This paper will better understand Gaby as a literacy learner and share the given assessments used. The cognitive assessments that I will be giving Gaby will help guide me with her weakness with reading comprehension. I will give her also give a noncognitive assessment. The first assessment that I gave Gaby was theReader Self-Perception Scale (Henk & Melnick, 1995).