learning the material. To determine and understand how students learn, and what they are interested in learning, teachers can administer cognitive and non-cognitive assessments. These assessments can be used as tools to design instruction to increase student engagement. These assessments will determine students reading interest, learning strategies, strengths as well as areas of improvements. Students who enjoy reading, are more likely to read often, for longer
periods of time and are fluent readers, whereas struggling readers may prefer not read and only read when instructed. Intermediate readers are learners who possess the skills and knowledge to read a variety of materials and genres, has an extensive sight word vocabulary and reads for different purposes such as assigned readings and skim reading (Laureate Education, 2014). Bobby is an Intermediate reader who is a fluent and loves acquiring new words to add to his extensive vocabulary. However, Bobby does not always comprehend the text he is reading and does not find reading enjoyable. Bobby only reads when assigned reading material from the teacher. Motivation can turn students towards or away from acts of reading (Afferbach, 2012). Noncognitive assessments are used to help teachers understand what motivates students and theirinterest. Bobby did not respond well when administered a reading inventory. He was uncomfortable elaborating on his reading interest and habits due to negatives feelings about reading. Both Bobby and the teacher will benefit from the use of an Invest inventory to determine Bobby’s interest outside of the classroom.