The Florida Center for Reading Research (FCRR) Reading Assessment (FRA) consists of computer-adaptive reading comprehension and oral language screening tasks that provide measures to track growth over time, as well as a Probability of Literacy Success (PLS) linked to grade-level performance (i.e., the 50th percentile) on the reading comprehension subtest of the Stanford Achievement Test (SAT-10) in the 2014-2015 school year. Thus, the FRA provides universal screening and diagnostic tasks in a precise and efficient computer-adaptive framework with psychometrics and norms derived from large samples of Florida K-12 students representative of Florida demographics. The diversity of Florida's demographics is a microcosm of the United States. By including Vocabulary Knowledge and Syntax Knowledge Tasks, the FRA has excellent construct coverage of oral language, which has been shown to account for the vast majority (i.e., 72%-96%, with a median of 87%) of individual differences in reading comprehension in grades 4-10 (Foorman, Koon, Petscher, Mitchell, and Truckenmiller 2015) and comparable variance to decoding fluency in grades 1-2 (Foorman, Herrera, Petscher, Mitchell, and Truckenmiller 2015). This technical manual provides an introduction to: (1) mastering the alphabetic principle; (2) comprehending written language (better known as reading comprehension); (3) a summary of FRA constructs and tasks; and (4) a description of the tasks in the FRA. The manual describes the method of the large-scale linking study conducted during the spring of 2013 with approximately 45,000 students in grades 3 through grade 12 in two districts in Florida. Evaluations of the reliability and validity of the FRA are included. [For "Florida Center for Reading Research (FCRR) Reading Assessment (FRA): Kindergarten to Grade 2. Technical Manual," see ED580134.]