This project is an evaluation and comparison of five different models of reading assessment commonly used to determine the reading ability of a student. The five assessments were given to students in a fourth grade class in southeastern North Carolina. The data from each assessment were gathered and then compared. The goal of the study was to see if each assessment placed students consistently at the same reading ability level or if each assessment provided a different picture of the students as readers. Each assessment was reviewed to decide if specific models always provided teachers with the most effective view of students as readers or if all models should be employed to best make a decision about a student’s ability as a reader.