Addressed to all concerned with reading assessment, including teachers, administrators, testmakers, and policymakers, this book describes some of the major problems involved in reading assessment and provides guidelines for the improved use of reading tests. The first chapter, on reading measurement in perspective, discusses the historical context of reading assessment and the validity of reading tests, and provides recommendations for improved test use. The second chapter presents a research perspective on reading comprehension, while the third and fourth chapters discuss the assessment of word recognition skills, reading vocabulary, study skills, and reading rate. Chapter five considers the validity and reliability of various types of reading tests, chapter six deals with issues in accountability and reading measurement, and chapter seven summarizes trends and issues in reading assessment. Lists of references conclude each chapter. (EL)