This report summarizes the findings of a literature review conducted as part of the Assessing Early Childhood Teachers’ Use of Child Progress Monitoring to Individualize Teaching Practices project funded by the Office of Planning, Research and Evaluation within the Administration for Children and Families at the U.S. Department of Health and Human Services. The purposes of the project are to develop a conceptual model of early childhood teachers’ use of ongoing child assessment to individualize instruction and to create a measure that assesses teacher implementation of that process; this measure will be called the Tool for Tailored Teaching (T3; see Volume I of this report). The literature review summarized in this volume was designed to (1) identify the critical areas to be addressed by a measure of teachers’ use of ongoing assessment for individualization and (2) find examples of how others have measured teachers’ use of ongoing assessment for individualization.