Reading literacy is defined by the Programme for International Student Assessment (PISA) as "understanding, using, reflecting on and engaging with written texts, in order to achieve one’s goals, develop one’s knowledge and potential, and participate in society (1)." The framework emphasizes the understanding, use and reflection components of literacy-- the ability to understand and make use of what one reads. It touches on speaking and writing as well, given their interconnectedness with reading literacy, but does not include other types of literacy (such as digital, emotional, etc).
While the dimensions listed in this framework are well-documented with regards to their relevance to literacy education and development, less research and guidance exists for some of them. As such, you will find that some of the dimensions do not list many relevant resources. This highlights the need for additional research, guidance, and tools in specific areas of literacy. Additionally, while the dimensions listed here are generally relevant across populations, many of the available resources are geared towards organizations doing work in the early literacy space. Again, this indicates a need for further research, tools, and guidance around measurement in programs targetting intermediate and advanced readers, and adult learners.