To determine quality sequence in pupil progress, evaluation approaches need to be used which guide the teacher to assist learners to attain optimally. Teachers must use a variety of procedures to appraise student achievement in reading, because no one approach is adequate. Appraisal approaches might include: (1) observation and subsequent diagnosis in such areas as level of achievement, attitude, progress, and comprehension; (2) pupil self evaluation, through communicating content of reading selections to classmates or other self evaluation methods; (3) behavioral journals to measure learner achievement; (4) informal reading inventories (IRIs), which include samples from several grade levels, with appropriate level being decided by number of correct answers to questions and percentage of word recognition; (5) the cloze and maze methods, variations of IRI in which every fifth word of a selection is omitted and word identification and comprehension evaluation are simultaneous; and (6) standardized or teacher-written tests. (EF)