本稿では，国語科の「読むこと」の授業過程を“パフォーマンス課題－評価”の教育評価過程と捉え，コンピテンシー育成に向けてパフォーマンスの「質」，ひいては認知プロセスの「質」を問う一般評価基準の観点を検討する考察の第４稿である。「読むこと」におけるパフォーマンスの「質」には，“読み”の型（＝読み方）が深くかかわっている。ここでは，第１稿でモデル化した“読みのヴァージョン”の第Ⅲヴァージョンを踏まえて，テキスト形成の言語過程における言説創造の現場に接近する“読み”を取り上げ，これにそくした観点試案を提示した。

This study continues our exploration of the learning processes for types of reading in Japanese classes by assessing performance using educational assessments. The perspective of the Public Assessment Standard was considered to measure the quality of the performance and the process of recognition in improving reading competency. The quality of performance in the reading class, i.e., through “a child’s thoughts and expression” is related to the model or style of reading deeply. In this study, which is based on the third version of reading as modelled into three types in our first study, we examine an approach to the site of discourse creation in the process of text formation. A tentative plan is proposed for improving the learning process of reading from an assessment perspective in accordance with this version of a reading hierarchy.