Teaching reading in the early years is highly emphasised especially in an EFL context like Pakistan; however, its assessment is often neglected. The current study is based on the concept that assessment is an integral part of the teaching and learning process and it should facilitate the child’s learning. The purpose of this study is to explore classroom-based assessment strategies to assess the reading skills of young children. Through Collaborative Action Research Approach, two classroom-based assessment strategies were explored by the researcher with an early year’s teacher and four children. The book is divided into five chapters giving a detailed account of how researcher conceived this study and the complete research process. This book is recommended for early childhood practitioners and teacher educators and researchers who work in area of assessment.