A child may avoid a page because the words are hard to decode, because reading is too slow to hold meaning, or because unfamiliar vocabulary is getting in the way. Those causes need different teaching responses.
A useful starting record should include word reading, spelling, oral language, fluency and comprehension. It should also note how the child responds to prompts. Guessing from pictures, skipping small words and losing the line are different observations, and each can shape the next lesson.
