This article, (presented by the Board of Directors of the International Reading Association) discusses a position statement adopted in April 1979, which states, in part, that no single measure or method of assessment of minimum competencies should ever be the sole criterion for graduation or promotion of a student. (DD)

Offers arguments opposing the minimal competency testing movement. (MKM)

Contends that the imposition of competence standards might compensate for the climate of permissiveness that allowed students to graduate from high school without having developed high school level skills in the basics. (DD)

Argues that minimal competency tests will promote reading literacy. (MKM)

Suggests that competency reading programs should be based on a definition of functional reading that applies reading skills to real-life tasks, that materials should be real and timely, and that activities should center on finding meaning. (MKM)

Discusses the role of Canadian teachers' organizations in influencing possible legislation about competency testing. (MKM)

Compares multiple choice testing with free response formats in terms of the cognitive operations each type demands. (HOD)

Concludes that valid reading tests are needed for adults and should be designed differently than tests for academic or school-related reading. (AEA)

Argues that educators and researchers should become more active in making the decisions that affect education, such as minimum competency testing. (FL)

Describes the competency-based approach to reading programs used in Maryland. (MKM)

Reports the results of a national survey that assessed the extent of minimum competency testing in reading in 1984 and the nature and extent of remedial programs based upon minimum competency testing in reading. (HOD)

Reviews the Test of Practical Knowledge, a multiple choice test of "functional competency," noting that the test's task requirements are confounded by such factors as intelligence, achievement, social knowledge, and reading ability. (HOD)

Discusses seven guidelines for programs to teach functional reading skills and meet minimum competency standards. (AEA)

Describes the test, The Degrees of Reading Power, developed by the New York State Education Department for use as a formalized "informal reading inventory." (MKM)

Documents the attempts of the Legislative Committee of the South Carolina State Council of the International Reading Association to influence minimal competency testing legislation. (MKM)