Abstract
Using the BEAR assessment system, the author set up a hypothetical reading competence (RC) developmental continuum and sketched the RC assessment standards, established RC measurement tasks, and described outputs. The author collected real RC evidence based on the cross-sectional study models, then adjusted the developmental continuum and RC assessment standards accordingly. RC geared towards Vietnamese students is comprised of four elements: identify information from text, analyze and connect information, feedback and assess text, and apply information from the text to life with 10 corresponding behaviors. RC developmental continuum (and its elements) is categorized into six different levels in order to help build assessment standards through Literature for senior students in primary schools, and secondary schools. The measurement results of 900 students from Vinh Phuc, Nghe An, Dak Lak provinces show that the RC developmental continuum and the assessment standards are suitable for Vietnamese students; how to build RC benchmark and be feasible with conditions for development of general curriculum in Vietnam.