Few reading comprehension tests can be used to inform 6th grade elementary teachers on students’ knowledge and abilities, but also on their learning needs. The aim of this article is to present the conception and relevance of an assessment based on theoretical models of reading comprehension and developed according to DeVellis’ (2003) steps. These steps are described in this article, in addition to the identification of the assessment’s psychometric qualities and its potential to evaluate reading comprehension according to specific processes.