This book contains a collection of formal and informal reading assessments for use with students in Grades K-12. These assessments assist the teacher in targeting areas of strength and weakness, in monitoring student reading development, and in planning appropriate instruction. Unlike large-scale achievement tests, the majority of these…

This book offers two distinct approaches to oral reading instruction that can easily be incorporated into primary-grade literacy curricula. It enables teachers to go beyond the conventional "round-robin" approach by providing strong instructional support and using challenging texts. Grounded in research and classroom experience, the book explains…

Expanded to cover prereading through grade 12, this book presents a simple method for effectively assessing the reading proficiency of students K-12. The second edition of the book provides, using preprimer and primer passages, a means for assessing the emergent/beginning reading skills of students just entering school. The book includes a special…

Presents ways a classroom teacher can welcome new students to class, properly place them for instruction, and make them feel at home in a new group. (FL)

Discusses the problems of overusing workbooks, dittos, and basal assessment tests in beginning reading instruction. Proposes alternatives. (FL)

This guide will help teach phonemic awareness to Pre K-3 students. It presents phonemic awareness as a sophisticated branch of phonological awareness through interactive activities that allows the student to succeed in learning the sounds represented by the letters of the alphabet. The book is designed to provide easy-to-follow suggestions for:…

Contends that the use of the cloze procedure, frequently with modifications, can provide reading teachers with an interesting and instructionally sound approach for supplementing the basic reading program. Suggests that cloze techniques can be used both for teaching students how to read more competently and for evaluating their reading…

Argues that teachers should look at standardized tests first before designing tests that will evaluate students' critical thinking and reading. Describes five standardized tests appropriate for use with college students and adults. (RS)

Provides a rationale for why literacy assessment is in need of improvement. Presents guidelines for improving literacy assessment. Describes a model for implementing changes in literacy assessment. (MG)

Describes the rationale for The Informal Reading-Language Test, then presents the test. (FL)

Suggests techniques for teaching students to comprehend test questions in a manner that requires them to think about both what is in the question and what could be in the passage. (HOD)

Cautions against using standardized tests to make simplistic judgments about students' reading comprehension. Suggests two approaches to testing that teachers might use to devise testing procedures that represent their own views of the important reading strategies and skills that students need to acquire. (AEA)

Reviews recent research on reading comprehension and textbook content and provides examples of several instructional strategies designed to aid students in understanding textbook passages. (JDH)

Explains the construction and use of three advanced-level English-as-a-foreign-language reading comprehension exercises, using a combination of multiple choice and cloze formats. (EKN)

Tells how children's performances on informal spelling and writing tasks can be analyzed to develop appropriate instructional activities. Argues that the real utility of assessment procedures comes from the qualitative interpretation that a sensitive diagnostician makes, based on a knowledge of the student and of the process of reading. (AEA)