There is considerable interest and controversy in the community concerning how our students are faring in the task of mastering reading. Broad scale assessment, formerly at a State level and now at a National level (NAPLAN), is potentially valuable in helping answer this question in a broad sense. However, there are limitations to the value of this style of testing when the only tasks included are those intended to assess reading comprehension. It is unquestionably a major function of reading, but not the only important component. The assessment of other critical components can supply valuable information not available in the NAPLAN process. For example, other forms of assessment can assist in the identification and management of students at-risk even before reading instruction commences. They can also help identify those making slow progress at any year level. This is especially important given the usually stable learning trajectory from the very early stages. If specific interventions are implemented, appropriate reading assessment can provide ongoing information about the effectiveness of the chosen approach. There is an important question implicit in this potentially valuable activity. What sorts of assessment are likely to be most beneficial in precluding reading pitfalls and enhancing reading success? In this paper, the emphasis is directed towards assessment of those aspects of reading that have been identified by research as critical to reading development. (Contains 1 table and 1 figure.)